A Practical Approach to Managing the Behaviors of Students with ADD

Duhaney, Laurel M. Garrick

doi:10.1177/10534512030380050201

Cited by 2 publications

(3 citation statements)

References 25 publications

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“…These findings support previous studies which indicated the effectiveness of behavior treatment (Russell A. Barkley, 2016;Chronis et al, 2006;George J. DuPaul et al, 2018;Elkins, Bond, & Curtis, 2019;Fabiano et al, 2009;Garrick Duhaney, 2003;Johnston et al , 2008;Mohammed, 2018;Veenman et al , 2019) . This study finding confirms the effectiveness of behavior management on inattention symptoms and hyperactivity/ impulsivity, with parents involved in the program, similar to the study of C. H. Webster-Stratton, Reid, and Beauchaine (2011) who investigated the combined parent and child training for young children with ADHD which was reported to have a positive effect in reducing inattentive, hyperactive, and oppositional behaviors.…”

Section: Parents Feel Empoweredsupporting

confidence: 91%

“…Research in the U. S. and other countries has confirmed that behavioral management is a successful intervention for reducing ADHD symptoms ( E. Coles, 2007b;Garrick Duhaney, 2003;Johnston, Hommersen, & Seipp, 2008;Mitchell, 2010;Rajeh, Amanullah, Shivakumar, & Cole, 2017). The meta-analysis by Fabiano et al ( 2009) also indicated that behavioral treatments are highly effective in reducing ADHD symptoms.…”

Section: Introduction Background and Significance Of The Studymentioning

confidence: 99%

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The effect of parent involvement-child behavioral management program among children with ADHD

Wannakit

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This quasi-experimental pretest-posttest control group design aims to examine the effectiveness of the Parent Involvement-Child Behavioral Management Program (PICBMP) in reducing symptoms among ADHD children. Sixty-four children aged 612 years with ADHD were randomly assigned to either the experimental or control group by using a random number table, consisting of thirty-two participants in each group. The participants in the experimental group participated in the PICBMP and usual care with medication, while those in the control group received the usual care with medication. The PICBMP based on Behaviorally-based treatment (Goodman &Scott, 1997), consists of eight weeks of behavior management which included four-phase; needs assessment, behavior analysis, behavior modification, and evaluation. �Standardized measures of Swanson, Nolan, and Pelham-IV (SNAP-IV) were applied to evaluate the ADHD symptoms�(CVI=1.00, Cronbach's alpha = .76) among parents before and after receiving either the PICBMP or usual care. Independent t-test and paired t-test were used for data analysis, with a p-value <.05. The results found that ADHD symptoms in children who received the PICBMP were significantly lower than in the children who received the usual care compared to pretest and posttest;�inattention� (t=-5.208, p-value=.000), hyperactivity/impulsivity (t=-3.534, p-value =.001). However, there was no significant lower in the oppositional defiant subset(ODD) (t= -1.549, p-value=.127).�The ADHD symptoms in the experimental group decreased significantly after receiving the PICBMP; inattention�(t=9.933, p-value=.000), hyperactivity/impulsivity (t=12.544, p-value =.000), ODD (t=6.030, p-value =.000). This finding supports the effectiveness of the PICBMP in reducing ADHD symptoms.

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Section: Parents Feel Empoweredsupporting

confidence: 91%

Section: Introduction Background and Significance Of The Studymentioning

confidence: 99%

The effect of parent involvement-child behavioral management program among children with ADHD

Wannakit

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“…Lacking the ability to selectively attend to directions may impair a student's ability to remain on task and comply with directions (Bos & Vaughn, 2002). In general, students with challenging behaviors are at risk for receiving less academic engaged time because of their noncompliant behaviors (Carr, Taylor, & Robinson, 1991;Garrick-Duhaney, 2003;Gunter & Denny, 1996).…”

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confidence: 99%

Sound-Field Amplification to Increase Compliance to Directions in Students with ADHD

Maag

Anderson

2007

Behavioral Disorders

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This study determined the effects of sound-field amplification (SFA) on the speed with which students with attention deficit hyperactivity disorder (ADHD) followed teacher directions. A multiple baseline design was used with 3 elementary-aged students with ADHD to assess the effects of SFA across 4 types of directions: (a) task demand (e.g., get out your math book); (b) high preference activity (e.g., line up for recess); (c) alpha commands (clear, direct, specific instructions); and (d) beta commands (vague multiple instructions given simultaneously). The speed with which all participants followed all 4 types of directions increased. Implications for this easy, relatively inexpensive device as well as areas for future research are discussed.

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A Practical Approach to Managing the Behaviors of Students with ADD

Cited by 2 publications

References 25 publications

The effect of parent involvement-child behavioral management program among children with ADHD

The effect of parent involvement-child behavioral management program among children with ADHD

Sound-Field Amplification to Increase Compliance to Directions in Students with ADHD

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