A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate

John Northup, Kevin Jones, Carmen Broussard, Gina M Kunz, Melissa Herring, Iantha Fusilier, Alicia Hanchey

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.

Original languageEnglish (US)
Pages (from-to)121-125
Number of pages5
JournalJournal of applied behavior analysis
Volume30
Issue number1
DOIs
StatePublished - Jan 1 1997

Fingerprint

Methylphenidate
contingency
interaction behavior
drug
classroom
ADHD
Attention Deficit Disorder with Hyperactivity
Drug Interactions
stimulus
Placebos
Pharmaceutical Preparations
school
Drugs
Peers
Contingency
Problem Behavior
Placebo
Stimulus
Arrangement
Interaction

Keywords

  • ADHD
  • Classroom behavior
  • Functional analysis
  • Methylphenidate

ASJC Scopus subject areas

  • Applied Psychology
  • Sociology and Political Science
  • Philosophy

Cite this

Northup, J., Jones, K., Broussard, C., Kunz, G. M., Herring, M., Fusilier, I., & Hanchey, A. (1997). A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate. Journal of applied behavior analysis, 30(1), 121-125. https://doi.org/10.1901/jaba.1997.30-121

A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate. / Northup, John; Jones, Kevin; Broussard, Carmen; Kunz, Gina M; Herring, Melissa; Fusilier, Iantha; Hanchey, Alicia.

In: Journal of applied behavior analysis, Vol. 30, No. 1, 01.01.1997, p. 121-125.

Research output: Contribution to journalArticle

Northup, J, Jones, K, Broussard, C, Kunz, GM, Herring, M, Fusilier, I & Hanchey, A 1997, 'A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate', Journal of applied behavior analysis, vol. 30, no. 1, pp. 121-125. https://doi.org/10.1901/jaba.1997.30-121
Northup, John ; Jones, Kevin ; Broussard, Carmen ; Kunz, Gina M ; Herring, Melissa ; Fusilier, Iantha ; Hanchey, Alicia. / A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate. In: Journal of applied behavior analysis. 1997 ; Vol. 30, No. 1. pp. 121-125.
@article{27d0c44448ea41c5b124b4dd9830fc03,
title = "A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate",
abstract = "To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.",
keywords = "ADHD, Classroom behavior, Functional analysis, Methylphenidate",
author = "John Northup and Kevin Jones and Carmen Broussard and Kunz, {Gina M} and Melissa Herring and Iantha Fusilier and Alicia Hanchey",
year = "1997",
month = "1",
day = "1",
doi = "10.1901/jaba.1997.30-121",
language = "English (US)",
volume = "30",
pages = "121--125",
journal = "Journal of Applied Behavior Analysis",
issn = "0021-8855",
publisher = "Society for the Experimental Analysis of Behavior Inc.",
number = "1",

}

TY - JOUR

T1 - A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate

AU - Northup, John

AU - Jones, Kevin

AU - Broussard, Carmen

AU - Kunz, Gina M

AU - Herring, Melissa

AU - Fusilier, Iantha

AU - Hanchey, Alicia

PY - 1997/1/1

Y1 - 1997/1/1

N2 - To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.

AB - To assess the drug-behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.

KW - ADHD

KW - Classroom behavior

KW - Functional analysis

KW - Methylphenidate

UR - http://www.scopus.com/inward/record.url?scp=0031090964&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0031090964&partnerID=8YFLogxK

U2 - 10.1901/jaba.1997.30-121

DO - 10.1901/jaba.1997.30-121

M3 - Article

VL - 30

SP - 121

EP - 125

JO - Journal of Applied Behavior Analysis

JF - Journal of Applied Behavior Analysis

SN - 0021-8855

IS - 1

ER -