The use of classroom-based brief functional analyses with preschoolers at-risk for attention deficit hyperactivity disorder

The efficacy of using brief functional analysis procedures in preschool cla ssrooms for students at-risk for Attention Deficit Hyperactivity Disorder ( ADHD) was assessed. Participants in this study were 3 boys, ranging in age from 4-11 to 5-1. in their preschool classrooms, each of the boys exhibited frequent aggressive behavior that was deemed unmanageable by the teachers. Results of the functional analyses indicated that the aggressive behavior was maintained by either positive or negative reinforcement contingencies. For all 3 boys, the interventions developed from the functional analyses re duced problem behavior to ten, or near-zero levels when implemented by eith er the consultant or teacher. Results are discussed in relation to the util ity and practicality of implementing functional assessment procedures as a means of early intervention for children identified as at-risk for ADHD.