The Use of Classroom-based Brief Functional Analyses with Preschoolers At-risk for Attention Deficit Hyperactivity Disorder

Boyajian, Amy E.; DuPaul, George J.; Handler, Marcie W.; Eckert, Tanya L.; McGoey, Kara E.

doi:10.1080/02796015.2001.12086116

Cited by 34 publications

(5 citation statements)

References 20 publications

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“…La méthode d'analyse fonctionnelle rigoureuse réclame la manipulation expérimentale des variables du contexte antécédent et conséquent de l'environnement et requiert une expertise et une quantité d'heures considérables. Cette méthode a permis de démontrer son efficacité d'abord auprès d'enfants présentant des incapacités intellectuelles ou ayant des problèmes socioaffectifs ainsi qu'auprès d'enfants ayant un TDAH (Boyajian, DuPaul, Wartel Handler, Eckert et McGoey, 2001;Iwata, Kahng et Lindberg, 2000;Klein et Abikoff, 1997;Loney, Weissenberger, Woolson et Lichty, 1979;Umbreit, 1995). Une option plus accessible, valide et faisable pour l'enseignant de classe ordinaire consiste à recourir à deux autres méthodes dites d'évaluation fonctionnelle (Gresham, Watson et Skinner, 2001) : la méthode descriptive directe sans manipulation du contexte (observation des manifestations de l'enfant et de l'environnement éducatif) et la cueillette indirecte de données (entrevue ou questionnaire administré auprès de l'enseignant) (Crone et Horner, 2003).…”

Section: éTablir Un Lien Logique Entre Les Manifestations Observables Et L'interventionunclassified

TDAH et interventions scolaires efficaces : fondements et principes d’un programme de consultation individuelle

Nadeau

Normandeau

Massé

2017

psyedu

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L’ampleur des manifestations et des conséquences associées au trouble déficitaire de l’attention avec ou sans hyperactivité (TDAH) à l’école appelle à des interventions favorisant l’adaptation scolaire de l’enfant qui en est atteint. Au-delà de la médication, les interventions prenant place à l’intérieur de la classe sont reconnues pour améliorer le fonctionnement scolaire de l’enfant. Bien que l’enseignant de la classe ordinaire soit privilégié pour intervenir auprès des enfants ayant un TDAH, il rapporte être peu informé à leur sujet et se dit peu enclin à planifier et à mettre en oeuvre de façon cohérente les pratiques probantes pour les aider. Des études relèvent le besoin de mettre en place des moyens favorables au transfert des pratiques probantes à la réalité de la classe ordinaire. Cet article s’inscrit dans une démarche de développement et d’évaluation empirique d’un programme de consultation individuelle (PCI) visant à soutenir l’enseignant dans le processus d’inclusion scolaire des enfants ayant un TDAH au primaire (Nadeau, Normandeau et Massé, 2012). L’objectif du présent article est de décrire le rationnel et les fondements sous-jacents au PCI, en établissant d’abord un bref état des connaissances sur le TDAH et en détaillant la méthodologie et les principes retenus pour élaborer le PCI et guider sa mise en oeuvre. Suivra une réflexion sur les bénéfices et les limites du PCI en vue d’orienter les pistes à envisager pour une inclusion scolaire réussie.The extent of the symptoms and consequences associated with attention deficit hyperactivity disorder (ADHD) on the child functioning in school requires interventions fostering his academic and psychosocial adjustment. Besides medication, interventions within the classroom are recognized as being efficient in bringing a significant improvement of the school functioning of the student with ADHD. However, in a context of inclusive education in a regular class, teachers reported having a fragmented knowledge of typical ADHD behaviors and being very little inclined in planning and implementing coherently the privileged interventions to help those students. In fact, several studies are pointing the needs to promote transfer of the privileged practices in the natural environment of the student. This article is part of a process of development and effectiveness evaluation of a consultation-based program for teachers (CPT) of elementary school children with ADHD (Nadeau, Normandeau et Massé, 2012). The aim of the present article is to describe the rationale and the premises, which have contributed to the development of the CPT, by putting forward a brief overview of knowledge about ADHD and by describing the methodology selected and the principles that have guided the elaboration of the CPT and its implementation. Finally, a few thoughts addressing the benefits and limitations of the CPT will serve as a basis to guide future orientation to consider for a successful inclusive education

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Section: éTablir Un Lien Logique Entre Les Manifestations Observables Et L'interventionunclassified

TDAH et interventions scolaires efficaces : fondements et principes d’un programme de consultation individuelle

Nadeau

Normandeau

Massé

2017

psyedu

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“…The trend toward emphasizing function rather than form has largely been an outgrowth of the development of functional analysis methodologies (see Volume 1, Chapter 4, this handbook). This approach has been developed with other populations, principally severe problem behavior of individuals with developmental disabilities, but has since been applied to individuals with a diagnosis of ADHD (e.g., Boyajian, DuPaul, Handler, Eckert, & McGoey, 2001;Dicesare, McAdam, Toner, & Varrell, 2005;Ervin, DuPaul, Kern, & Friman, 1998;Gunter, Jack, Shores, Carrell, & Flowers, 1993;Northup et al, 1995;Northup & Gulley, 2001;Northup, Kodak, Grow, Lee, & Coyne, 2004;Umbreit, 1995). For instance, Flood, Wilder, Flood, and Masuda (2002) conducted functional analyses of the off-task behavior exhibited by three children diagnosed with ADHD.…”

Section: Functional Approachesmentioning

confidence: 99%

Understanding and treating attention-deficit/hyperactivity disorder.

Neef¹,

Perrin²,

Madden³

2013

APA Handbook of Behavior Analysis, Vol. 2: Translating Principles Into Practice.

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Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequent diagnoses among schoolage populations. Recent studies have estimated the prevalence at approximately 7% of children ages 3 to 17 years in the United States (Centers for Disease Control and Prevention, 2005). Boys are twice as likely as girls to be diagnosed with ADHD (Bloom & Cohen, 2007). Data have suggested that children who are of poor or fair health status are 3 times more likely to be diagnosed with ADHD than children with better health (Bloom & Cohen, 2007). ADHD is associated with several comorbid disorders; the most common are oppositional defiant disorder (estimated in 40%-65% of individuals with ADHD) and learning disabilities (approximately 31% of individuals with ADHD; DuPaul & Stoner, 1994).Several poor outcomes have been correlated with childhood diagnoses of ADHD. For instance, 12-year-old-children diagnosed with ADHD were found to have significantly lower reading achievement scores, higher rates of absenteeism, increased occurrence of grade retention, and greater incidence of dropping out of school than those without the diagnosis (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2007). Children with ADHD are more likely to have social difficulties that interfere with friendships, family interactions, leisure activities, and occupational performance than peers without ADHD (Mannuzza, Klein, Bessler, Malloy, & Hynes, 1997;Strine et al., 2006). Furthermore, children with disabilities including ADHD have been found to have a higher prevalence of nonfatal injuries (Schubiner et al., 2000;Xiang, Stallones, Chen, Hostetler, & Kelleher, 2005) as well as higher rates of substance abuse (Levin & Kleber, 1995). Collectively, these statistics suggest that early diagnosis and intervention for children with ADHD is paramount in improving their quality of life. DIAGNOSIS AND ASSESSMENTThe Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; DSM-IV-TR; American Psychiatric Association, 2000) describes ADHD as an ongoing pattern of inattention, hyperactivity, or both that occurs more often or to a greater extent than is developmentally typical. ADHD is divided into three subtypes: predominantly inattentive type, predominantly hyperactive-impulsive type, and combined type. Diagnosis and classification into one of these subtypes is usually made by matching observed behaviors to symptoms listed as diagnostic criteria in the DSM-IV-TR. Because the symptoms of ADHD occur periodically in most people, the symptoms must have been present for at least 6 months and occur at a level that is both disruptive and developmentally inappropriate.

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“…Higher rates of problem behavior under either condition are taken to be the controlling function of behavior. Brief functional analyses have been used in classroom settings to determine disruptive and outof-seat behaviors of children with attention deficity hyperactivity disorder (ADHD; Boyajian, DuPaul, Handler, Eckert, & McGoey, 2001;Northrup et al, 1995;Northrup & Gulley, 2001).…”

Section: Validity Evidencementioning

confidence: 99%

Establishing the Technical Adequacy of Functional Behavioral Assessment: Conceptual and Measurement Challenges

Gresham

2003

Behavioral Disorders

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Functional behavioral assessment (FBA) is being used increasingly in schools as a potentially effective means of matching intervention strategies to behavioral function. The unqualified use of FBA often is driven more by legal and policy decisions than by sound empirical data dictating its efficacy in all cases. Two fundamental questions have not been adequately answered by the FBA literature: (a) Are interventions matched to the operant function of behavior more effective than interventions not matched to the function of behavior? and (b) Can researchers and practitioners determine behavioral function reliably and accurately? The author presents conceptual and measurement challenges surrounding the use of FBA in school settings, as well as evidence for the technical adequacy of FBA procedures in terms of reliability and validity. The research to date has not marshaled adequate empirical evidence for the reliability of determining behavioral function, investigation of the conditions under which behavioral function is stable or unstable over time, the convergent validity of indirect and direct FBA methods, validity generalization, decision validity, and social validity of FBA. Finally there is insufficient empirical evidence to suggest that interventions matched to behavioral function are more effective than behavioral interventions not based on an FBA. Future research agendas and strategies are discussed to improve the technical adequacy of FBA in school settings for students with emotional or behavioral disorders.

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The Use of Classroom-based Brief Functional Analyses with Preschoolers At-risk for Attention Deficit Hyperactivity Disorder

Cited by 34 publications

References 20 publications

TDAH et interventions scolaires efficaces : fondements et principes d’un programme de consultation individuelle

TDAH et interventions scolaires efficaces : fondements et principes d’un programme de consultation individuelle

Understanding and treating attention-deficit/hyperactivity disorder.

Establishing the Technical Adequacy of Functional Behavioral Assessment: Conceptual and Measurement Challenges

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