Abstract
The authors provide three case examples of the evaluation of assessment-based intervention strategies within the natural classroom context for students with attention deficit hyperactivity disorder (ADHD) and comorbid disorders. For each of the participants, several hypotheses were generated concerning potential environmental correlates of undesirable behavior based on information obtained during student and teacher interviews as well as descriptive observations. The utility of these assessment-based, nonintrusive intervention strategies was evaluated within the natural context and ongoing routine of the classroom using an alternating-treatments design. For each participant, results demonstrated that assessment-based environmental modifications can decrease problematic classroom behaviors. In addition, results of the hypothesis testing suggested feasible and effective classroom intervention strategies.
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