Behavioral classroom interventions are an empirically supported treatment for attention-deficit/ hyperactivity disorder (ADHD). This case study reports how modifications to an existing behavior management plan improved the behavioral intervention of a third-grade boy diagnosed with ADHD. A multiple baseline design across settings was used to demonstrate the effectiveness of the modified intervention. Behavioral observations indicated improvement in on-task behavior and reductions in disruptive behavior.The treatment was judged to be socially valid as the teachers overwhelmingly accepted it and modified the participant's behavior to normative classroom behavior limits.This case study illustrates the importance of evaluating and modifying existing behavioral treatments for ADHD in the classroom to increase treatment effectiveness.
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