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 language | English (US) |
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Pages (from-to) | 121-125 |
Number of pages | 5 |
Journal | Journal of applied behavior analysis |
Volume | 30 |
Issue number | 1 |
DOIs | |
State | Published - 1997 |
Externally published | Yes |
Keywords
- ADHD
- Classroom behavior
- Functional analysis
- Methylphenidate
ASJC Scopus subject areas
- Philosophy
- Applied Psychology
- Sociology and Political Science