The Use of Classroom-based Brief Functional Analyses with Preschoolers At-risk for Attention Deficit Hyperactivity Disorder

Abstract

The efficacy of using brief functional analysis procedures in preschool classrooms for students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) was assessed. Participants in this study were 3 boys, ranging in age from 4–11 to 5–1. In their preschool classrooms, each of the boys exhibited frequent aggressive behavior that was deemed unmanageable by the teachers. Results of the functional analyses indicated that the aggressive behavior was maintained by either positive or negative reinforcement contingencies. For all 3 boys, the interventions developed from the functional analyses reduced problem behavior to zero or near-zero levels when implemented by either the consultant or teacher. Results are discussed in relation to the utility and practicality of implementing functional assessment procedures as a means of early intervention for children identified as at-risk for ADHD.

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