Reducing disruptive classroom behavior with multicomponent intervention: a literature review

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects children and their learning in many ways. One main educational obstacle of children ADHD is how their disruptive classroom behavior can inhibit their ability to learn. While many behavioral interventions exist to decrease their disruptive behaviors, it would appear that using several techniques in one approach might have greater utility than using a solitary behavioral intervention strategy. This research reviews the existing literature in behavioral interventions commonly used to improve the functioning of disruptive students. One strategy, multicomponent intervention, will be examined in depth. A critical analysis of the relevant literature includes directions for future research and practice.