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J Behav Educ (2013) 22:253282 DOI 10.1007/s10864-013-9174-4
ORIGINAL PAPER
Faith G. Miller David L. Lee
Published online: 23 June 2013 Springer Science+Business Media New York 2013
Abstract The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and nonfunction-based behavioral interventions for students diagnosed with attention-decit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention characteristics were investigated. Eighty-two studies incorporating a total of 168 participants were included. Because no single effect size metric has garnered absolute support to date, three different effect size metrics were calculated: the standard mean difference, percent exceeding the median baseline phase, and improvement rate difference. Overall, function-based interventions were associated with signicantly larger effects than non-function-based interventions. Interventions based on the functional analysis manipulations were also associated with larger effects. Limitations, directions for future research, and implications for practice are discussed.
Keywords ADHD Behavioral interventions Functional assessment
Introduction
Attention-decit/hyperactivity disorder (ADHD) is the most prevalent disorder among school-aged children (National Institute of Mental Health [NIMH] 2008) with prevalence estimates ranging from 3 to 7 % (American Psychiatric Association
F. G. Miller D. L. Lee
The Pennsylvania State University, University Park, PA, USA
Present Address:F. G. Miller (&)
Department of Educational Psychology, University of Connecticut, U-3064, Storrs, CT 06269-3064, USAe-mail: [email protected]
Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis
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[APA] 2000). ADHD is a disorder characterized by chronic symptoms that typically persist into adolescence and adulthood (NIMH 2008). In addition to the chronic nature of ADHD, individuals diagnosed with ADHD also frequently exhibit a number of comorbid psychiatric conditions such as tic disorders, conduct problems, and mood and anxiety disorders (Barkley 2003). As a result, students with ADHD are at risk for a variety of negative outcomes including poor peer relationships, higher rates of delinquency and substance abuse, low self-esteem, lower educational attainment, and educational underachievement (Goldman et al. 1998; Mannuzza & Klein 2000).
There are two primary approaches for managing the symptoms of inattention, hyperactivity, and/or impulsivity associated with ADHD: pharmacological approaches and behavioral approaches. Although stimulant medication is generally regarded as effective in reducing ADHD symptoms (MTA Cooperative Group 1999), several limitations have been...