CLASSROOM-BASED FUNCTIONAL AND ADJUNCTIVE ASSESSMENTS - PROACTIVE APPROACHES TO INTERVENTION SELECTION FOR ADOLESCENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER

The present investigation evaluated the utility of classroom-based fun ctional and adjunctive assessments of problem behaviors for 2 adolesce nts who met diagnostic criteria for attention deficit hyperactivity di sorder (ADHD) and comorbid oppositional defiant disorder (ODD). For ch ildren with ADHD-ODD, environmental classroom variables, when systemat ically manipulated by teachers, were related to the occurrence and non occurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessm ents and from subsequent analyses resulted in substantial reductions i n problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the c lassroom setting.