School-Based Behaviour Modification for Students with Attention Deficit Disorders: Placebo or Panacea?

Abstract

The efficacy of School-based Behavior Modification (BM) treatments for students with Attention Deficit Disorders (ADD) is being debated. This article explored several empirical studies carried out (in the last decade) on effectiveness of the various BM interventions with a view to determining whether such approaches are mere placebo or panacea. Also issues regarding the various developmental difficulties encountered by students with ADD over time and across content areas are discussed. Furthermore, results from studies designed to determine the efficacy of some behavioral techniques such as; Contingency Management Techniques, Good Behavior Game, Self-mediation, Self-evaluation etc. are equally reviewed. Based on this review and evidence advanced in this text, the paper posits that School-based Behavioral Modification (BM) treatments for ADD are effective in the short run and indeed a panacea for reducing disruptive behaviors and improving on-task behavior and academic performance of students with the disorder.

Keywords: Attention Deficit Disorders; Behavioral Modification; Placebo or Panacea