Examine the effect functional analysis program and intervention on ADHD of first grade teachers

Abstract EN

The purpose of this study is to determine what are the factors affecting the behavior of elementary school students with hyperactivity disorders.

And the factors that control the intensity of this increase or decrease this behavior.

Also, how they affect the academic achievement.

The goal of this research is to control the student behavior and school performance by controlling the factors Affecting.

The Classroom intervention measures included the rate of target behaviors and three descriptive variables: teacher and peer contingent attention to target behaviors and teacher praise.

The results showed the function-based intervention effectively reduced the rate of target behaviors from baseline.

The population of this study consists of parents of an urban elementary school during the 2009 – 2010 school year.

The school district is Cleveland Metropolitan.

The study is correlation study and will be conducted multiple aggression.

The (ADHD) students reside in and around school area.

The sample for this study will be at least 85 students who will be chosen from first grade of (ADHD) and their teachers.

Whereas (ADHD) contributed to the variance in reading comprehension once (ADHD) students’ symptomatology was controlled for.

This study will be in reading comprehension teachers and peers are capable of participating in the functional analysis within the natural schedule of the classroom.