Responses to Positive versus Negative Interventions to Disruptive Classroom Behavior in a Student with Attention Deficit Hyperactivity Disorder (ADHD)

Renee B. Brown

Liberty University

Abstract

This study reviews pertinent research, then uses a single-subject experimental design and methodology to assess the impact of both positive and negative interventions to reduce the incidence of inappropriate classroom behavior in a 12.2 year old male student with Attention Deficit Hyperactivity Disorder (ADHD). In the context of this study, inappropriate classroom behavior is defined as speaking out inappropriately in class. Evaluation of the data indicates several methods that (a) succeed in reducing instances of inappropriate behavior, and (b) demonstrated synergistic effects when used in combination. While not eliminated completely, instances of this inappropriate behavior were reduced from 5.2 instances per class session to less than one instance per class session.

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