The Effects of the First Step to Success Program on Academic Engagement Behaviors of Turkish Students With Attention-Deficit/Hyperactivity Disorder

Ozdemir S.

JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS, vol.13, no.3, pp.168-177, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 3
  • Publication Date: 2011
  • Doi Number: 10.1177/1098300710373503
  • Journal Name: JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.168-177
  • Keywords: First Step to Success, attention-deficit/hyperactivity disorder, early intervention, academic engagement behavior, disruptive behaviors, DEFICIT HYPERACTIVITY DISORDER, PEER RELATIONSHIPS, CHILDREN, BOYS, ADHD, INTERVENTION, REPLICATION, PREVENTION, OUTCOMES, ADULT
  • Hacettepe University Affiliated: Yes

Abstract

The present study evaluated the effectiveness of the First Step to Success (FSS) early intervention program with Turkish children identified with attention-deficit/hyperactivity disorder (ADHD). Intervention effectiveness on target children's academic engagement behaviors was studied. Participants were four 7-year-old first-grade students in Ankara, the capital city of Turkey. The design was a single-subject, multiple-baseline, across-groups design. Findings from the study revealed that all target children displayed increased levels of academic engagement behaviors with the introduction of the FSS program and at 3 months' follow-up. However, follow-up data at 2 years indicated that although three students continued to display high levels of academic engagement behavior, one student did not catch up to these levels of performance. Limitations are discussed and implications for future research are presented.