Attention Deficit Hyperactivity Disorder: Use of Evidence-Based Assessments and Interventions

Reddy, Linda A.; Newman, Erik; Verdesco, Arielle

doi:10.1007/978-1-4939-1972-7_8

Cited by 7 publications

(7 citation statements)

References 47 publications

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“…The use of behavioral strategies in about three‐fourths of the interventions examined is reasonable, as also studies other than those included in this review have demonstrated that programs using such strategies are effective in influencing behavior by displaying and reinforcing desirable attitudes and actions (e.g., Allen, 2015; Mennuti, Freeman, & Christner, 2006). Providing opportunities to learn interpersonal skills via modeling (Reddy, Newman, & Verdesco, 2015) or via verbal praise is a powerful tool that encourages desirable behaviors (Sutherland, Wehby, & Copeland, 2000). The evidence collected in this review indicates that behavioral strategies can be useful not only in eliminating inappropriate behaviors but also in increasing prosocial behavior (e.g., Caprara et al., 2014, 2015; Doescher & Sugawara, 1992; Ramaswamy & Bergin, 2009).…”

Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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et al. 2020

J Applied Social Pyschol

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This systematic review of the literature aims to identify, analyze, and synthesize studies assessing the effectiveness of interventions stimulating prosocial behavior. It concentrates on helping behavior and covers experimental and quasi‐experimental research concerning interventions carried out in different settings. This review was performed in accordance with the PRISMA guidelines. Of the initial sample of 4,653 publications found in databases, 49 articles met our inclusion criteria and were classified as eligible for data extraction and narrative synthesis. The studies included in the review assessed 63 interventions, most of them targeted at children and adolescents. We distinguished three strategies stimulating prosocial behavior: behavioral, cognitive, and emotional. This review is informative for both researchers and practitioners. It provides researchers with methodological guidelines concerning how to conduct studies on the effectiveness of prosocial interventions, and it provides practitioners with guidelines on empirically tested strategies for stimulating prosocial helping behavior.

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Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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Mazur

Kędra

et al. 2020

J Applied Social Pyschol

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“…Despite the high need for services, many students with disruptive behaviors do not receive intervention (Conroy & Brown, 2004; Epstein et al, 2015; Furlong & McGilloway, 2015). Of the students who do receive services, approximately 80% use school-based services (Reddy et al, 2016). This is not surprising considering schools have historically been the largest providers of mental health services to children and adolescents (Merikangas et al, 2011).…”

Section: Theoretical and Research Base For Treatmentmentioning

confidence: 99%

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

Alperin

Reddy

Glover

et al. 2020

Clinical Case Studies

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Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively).

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“…Paraprofessional support for students with or at risk for externalizing behavioral disorders is critical. Externalizing behaviors are the most common foci of referrals to child study teams and mental health clinics and constitute approximately 25% of all special education services in schools in the nation (Allen, 2016; Reddy et al, 2009; Reddy, Newman, & Verdesco, 2015). Support for students with or at risk for externalizing behavioral disorders is crucial given the risk for negative outcomes for such students throughout their life span such as academic underachievement, school dropout, interpersonal difficulties (i.e., family and peer relationship issues), driving accidents, teenage pregnancy, substance abuse, suicide, unemployment, health problems, and incarceration (e.g., Barker, Oliver, & Maughan, 2010; Hodgins, Cree, Alderton, & Mak, 2008; Reddy et al, 2009; Schutter, Van Bokhoven, Vanderschuren, Lochman, & Matthys, 2011; Webster‐Stratton & Reid, 2010).…”

Section: Introductionmentioning

confidence: 99%

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Reddy

Alperin

Glover

2020

Psychology in the Schools

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The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents were reviewed and coded on 44 variables across four dimensions (i.e., PD components, intervention components, methodologies used, and outcomes reported). Strengths of the literature were inclusion of multicomponent PD, training on implementation, paraprofessional characteristics, and inter‐rater reliability estimates. All studies reported paraprofessional and/or student outcomes; however, the details of PD components and interventions delivered varied. The majority of the studies used single‐case designs or descriptive case studies to evaluate effectiveness. Weaknesses were lack of inclusion and exclusion criteria, student characteristics, adult experiential learning methods, monitoring of implementation fidelity, and use of statistical testing. Implications for research and practice are offered.

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Attention Deficit Hyperactivity Disorder: Use of Evidence-Based Assessments and Interventions

Cited by 7 publications

References 47 publications

Interventions stimulating prosocial helping behavior: A systematic review

Interventions stimulating prosocial helping behavior: A systematic review

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

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