Abstract
Abstract Behavioral interventions in classroom are relevant to the educational process of students with ADHD. It is in this context that typical disorder’s behaviors are especially problematic and contribute to high rates of school failure and dropout. The aim of the present study was to analyze the effect of word highlighting on inattention and hyperactivity/impulsivity of three elementary students with ADHD. A multiple baseline design combined with a reversal design was used. Reduction in the frequency of the behaviors of interest and higher frequency of correct answers in school tasks were observed when words were highlighted. The results replicate and extend data of previous studies. The application of the intervention with different contents and tasks is proposed.
Highlights
Behavioral interventions in classroom are relevant to the educational process of students with Attention-deficit hyperactivity disorder (ADHD)
The focus of Journal of Applied Behavior Analysis (JABA) is the publication of applied research involving behavioral principles, some of these articles (N = 4) reported investigations about the exclusive effects of stimulating drugs on the repertoire of people diagnosed with ADHD while others (N = 9) manipulated stimulating drugs as one of the independent variables
The present study aimed to evaluate the effect of highlighting words on behavior classes of inattention and hyperactivity/ impulsiveness from low socioeconomic students diagnosed with ADHD
Summary
Behavioral interventions in classroom are relevant to the educational process of students with ADHD. It is in this context that typical disorder’s behaviors are especially problematic and contribute to high rates of school failure and dropout. Attention-deficit hyperactivity disorder (ADHD) is characterized by a persistent pattern of a triad of inattentive, hyperactive, and impulsive behaviors (American Psychiatric Association - APA, 2014; World Health Organization WHO, 2016). These behaviors can occur with varying intensities, from mild to severe, with different functional impairment (Barkley, 2002; Mattos, 2015).
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