Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2000

Thesis Director

J. Michael Havey

Abstract

The current study attempted to determine the effects of the environmental manipulations of partial task instruction, whole task instruction, and guided compliance on the disruptive behavior of two students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The participants included two elementary-aged students diagnosed with ADHD who were referred by their parent or legal guardian to a university-based summer assessment program. A functional analysis established that the disruptive behavior of both participants was motivated by contingent peer attention. Students were exposed to treatment conditions consisting of whole versus partial tasks as well as the guided compliance. While a single subject multi-element design was used during the functional analysis phase of the study, a reversal (ABAB) design was utilized during the treatment conditions. Results of the study demonstrated that neither whole nor partial task instruction proved effective with either subject. However, preliminary support for the use of guided compliance was suggested.

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