A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate

John Northup, Kevin Jones, Carmen Broussard, Gina DiGiovanni, Melissa Herring, Iantha Fusilier, Alicia Hanchey

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.

Original languageEnglish (US)
Pages (from-to)121-125
Number of pages5
JournalJournal of applied behavior analysis
Volume30
Issue number1
DOIs
StatePublished - 1997

Keywords

  • ADHD
  • Classroom behavior
  • Functional analysis
  • Methylphenidate

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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    Northup, J., Jones, K., Broussard, C., DiGiovanni, G., Herring, M., Fusilier, I., & Hanchey, A. (1997). A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate. Journal of applied behavior analysis, 30(1), 121-125. https://doi.org/10.1901/jaba.1997.30-121