Behavior Response To Psychosocial Intervention

Once a student has been diagnosed with having ADHD they are at a higher risk for failing grades and could need to be referred to special education program. Different interventions have occurred to help avoid academic under achievement with students who have ADHD. These interventions can include medication, parent education, and classroom behavior intervention. The purpose of the article is to address a gap in early intervention. The gap is addressed through a study examining behavior response to psychosocial intervention to see if it associates with improvement in early reading and math. This study was based on 41 children between ages 3- 6. The method involved a two-stage screening process. The first stage made sure the participants attend

an early childhood center at least two days a week. The second stage made sure the child met ADHD criteria. Autistic and higher level impaired children were ruled out during this stage. The children who met the criteria were put into two different groups, parent education(PE) or (MCI) multicomponent intervention. The analysis of behavior response was categorized as small responders, moderate responders, and non-responders. The measures used were dynamic indicators of basic literacy skills, bracken basic concepts scale-revised, early numeracy skills assessment, and Conner’s teacher rating scales-revised long form (DuPaul, Gormley, Kern &Volpe,2011).
This article relates to the course concept on early intervention in attention deficit hyperactivity disorder. The results show that a child with early intervention, before kindergarten, showed improvement in different skills. If a child is diagnosed before entering school it may make the process of setting up any special arrangements. A student diagnosed with ADHD is guaranteed a “free and educational public education” (FAPE). Some of these students might be eligible for additional support. The earlier the intervention the more access to resources under section 504 and IDEA. Identifying and implementing which RTI tier is best for the student can lead to less expulsions, suspensions, better academic achievement (Coleman, Gallagher, & Kirk, 2015, pp. 224).