Single Subject Review on an Article on ADHD

1. APA Citation
Flood, W.A., Wilder D.A., (2002). Antecedent assessment and assessment based treatment of off-task behavior in a child diagnosed with adhd. Education and Treatment of Children, Volume (25.3)331-338.
2. Article Elements
a. Type of Design- Multiple baseline across task design
b. IV- Functional communication training and the sessions on the x-axis.
c. DV – Off task behavior
d. Functional Relationship- No a functional relationship is not demonstrated because there is not multiple trials shown and no way of knowing if an outside event affected the outcome of the intervention.
e. Experimental Control- Was demonstrated because the sessions were conducted in a therapy room equipped with a one-way at a psychology clinic.
f. Functional Analysis- No
g. Operational Definition – Off task behavior is defined as looking away from the academic task for three or more seconds, not writing or erasing for 5 consecutive seconds, or emitting a verbalization that was not related to the academic task he was working on.
h. Social Validity – This intervention was accepted by his teacher after the intervention evaluation was done. She implemented it into the classroom and found it to be successful at reducing off task behavior. Even though there was no actual formal data collected it was concluded that form telephone conferences with the first author and teacher that his on task much more often than before.
i. Reliability- The reliability of the data collection was assessed by dividing the number of agreements by the number of agreements plus disagreements and multiplying by 100%. Mean total agreement averaged 85% because the range was 62% to 100% for the assessment and 92% for treatment because the range was 62% to 100%.
j. Baseline Phase- Johns was asked to perform difficult word and division problems. Word problems were introduced because John’s teacher reported the he had trouble with those types of problems. The level of difficulty John had with the word problems was around the same level of difficulty as the division problems he completed in the conditions of the AA.
k. Intervention Phase- Intervention started by John being told that he could use the FCT response whenever he reached a problem he had a question about the academic task he was asked to do. John sat at the table in the therapy room and was asked to perform difficult word or division problems. The Therapist sat about 5 feet away and would help John with his request for assistance but she ignored all other statements. There was a contingency contracting also used. John was told before each of the sessions began that for every two division problems or ten word problems that he answered correctly, during a session he would get to choose an appropriate number of items based on his problem completion for that session.
l. Misc- In this article, there was a pre-treatment phase that taught John how to ask for help when he needed it or if a problem was cor