Abstract
We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off-task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time-out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogueue conditions for each participant, and (b) time-out was associated with zero or near-zero levels of both disruptive and off-task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.
Original language | English (US) |
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Pages (from-to) | 35-50 |
Number of pages | 16 |
Journal | Journal of applied behavior analysis |
Volume | 32 |
Issue number | 1 |
DOIs | |
State | Published - 1999 |
Externally published | Yes |
Keywords
- Attention deficit hyperactivity disorder
- Behavioral pharmacology
- Disruptive behavior
- Drug-behavior interactions
- Functional analysis
- Methylphenidate
ASJC Scopus subject areas
- Philosophy
- Applied Psychology
- Sociology and Political Science