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| Current Research Focusing on Children Diagnosed with ADHD |
| Tuesday, May 30, 2006 |
| 9:00 AM–10:20 AM |
| Courtland |
| Area: EDC; Domain: Applied Research |
| Chair: Michele D. Wallace (California State University, Los Angeles) |
| Discussant: Thomas S. Higbee (Utah State University) |
| CE Instructor: Michele D. Wallace, Ph.D. |
| Abstract: This symposium will focus on current research conducted with children diagnosed with ADHD. The first paper will present a summary of a meta-analysis of the assessment and treatment literature related to problem behavior exhibited by children diagnosed with ADHD. The second paper will present a study evaluating the predictive validity of preferences assessments when conducted with children under different levels of medication status. The third paper will present a study demonstrating the effects of peer-mediated interventions for children displaying problem behavior in an afterschool program. Finally, the discussant will summarize the contributions and suggest avenues for future research realted to behavioral approaches working with children diagnosed with ADHD. |
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| A Review of the Assessments and Treatment of Problem Behavior Exhibited by Children Diagnosed with Attention Deficit and Hyperactivity Disorder. |
| MARIA T. STEVENSON (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles) |
| Abstract: Children who display problem behavior in school are more and more being diagnosed with Attention Deficit and Hyperactivity Disorder or Attention Deficit Disorder (ADHD/ADD). Common treatment approaches to eliminate these problems in school fall into three categories: Medical regimes, Behavioral approaches, or a Multitreament approach utilizing both medical and behavioral interventions. Although these approaches have been utilized to decrease problem behavior exhibited by children, a meta-analysis comparing these approaches with respect to their direct as well as their indirect effects has not been conducted. The purpose of this review was to evaluate the assessment and treatment literature related to decreasing problematic behavior exhibited by children diagnosed with ADHD/ADD with respect to: a) operational definitions, b) assessment approaches, c) treatment effects when behavioral approaches are utilized (e.g., reinforcement based procedures, antecedent manipulation procedures, and extinction based procedures), d) treatment effects when medication regimens are utilized, e) treatment effects when a combination of both approaches are utilized, and f) generalization and maintenance of treatment effects. In addition, suggestions for the treatment of problem behavior exhibited by children diagnosed with ADHD/ADD as well as future research suggestions are provided. |
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| The Predictive Validity of Preference Assessments Conducted During Different Levels of Medication for Children Diagnosed with ADHD. |
| CARRIE ELLSWORTH (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles), Mandy J. McClanahan (University of Nevada, Reno), Brooke M. Holland (University of Nevada, Reno), Molly Halligan (University of Nevada, Reno) |
| Abstract: The validity of preference assessments for predicting reinforcer efficacy was evaluated with children who took medication for the treatment of ADHD. Preference assessments were conducted during two medication levels. Full effects was when 1-2 hours had passed since the administration of the medication and partial effects was when 6-10 hours had passed since the administration of the medication. Reinforcer assessments were used to evaluate responding on an academic task using a progressive ratio (PR) schedule in which schedule requirements progressively increased within each session. Results demonstrated that preference assessments conducted during full effects accurately predicted performance during reinforcer assessments, whereas preference assessments conducted during partial effects did not predict performance. In addition, results demonstrate the utility of a PR schedule for evaluating reinforcer efficacy using various measures. |
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| Using Peer-Mediated Reinforcement in the Treatment of Children with ADHD. |
| ALICIA N. MACALEESE (University of Nevada, Reno), Erin J. Pitts (University of Nevada, Reno), Mandy J. McClanahan (University of Nevada, Reno), Daniel H. Sutich (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles) |
| Abstract: Typical treatments for children diagnosed with attention deficit hyperactivity disorder (ADHD) and who display problem behavior, often involve the use of psycho-stimulants. Moreover, behavioral interventions are typically under-utilized. One aspect of behavioral interventions that has not been extensively evaluated is the use of peers in mediating problem behavior of students diagnosed with ADHD. The use of peers may enhance behavioral treatments making them more desirable to psycho-stimulant interventions. The purpose of this investigation is to evaluate the use of a peer mediating procedure to decrease the inappropriate behavior in the classroom setting displayed by students diagnosed with ADHD, thus extending the previous literature in the area. Moreover, this procedure may demonstrate a behavioral treatment that does not increase teacher response effort. |
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