The authors appreciate the opportunity to respond to the issues raised in a review of the manuscript, "Rule-Governed Behavior and Self-Control in Children with ADHD: A Theoretical Interpretation" submitted by Leasha M. Barry and Melissa A. Kelly. Many of the points brought to light in the review are indeed useful for discussion and provide…

A range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package…

In recent years, several papers have considered phenomena putatively relevant to rule-governed behavior (RGB). The author has condensed a few of his concerns about the practice of drawing casual connections between noncompliance, failure to complete assigned tasks, etc., and basic research on RGB. Some of the most important papers involving…

Two anger management interventions for aggressive children, Anger Coping and Coping Power, are described in this review article, including conceptual underpinnings, session format and content, and outcome research findings. Important issues and considerations in the implementation of such interventions are also presented. Overall, Anger Coping and…

In his work on the Theory of Modes, Beck (1996) suggested that there were flaws with his cognitive theory. He suggested that though there are shortcomings to his cognitive theory, there were not similar shortcomings to the practice of Cognitive Therapy. The author suggests that if there are shortcomings to cognitive theory the same shortcomings…

In this paper, self-control strategies are conceptualized as existing on two intersecting continuums of more or less individual control and increasing complexity depending on individual need. Behavioral self-control strategies for young children require external supports to assist children in learning the skills necessary to practice and implement…

The purpose of this report is to compare changes in social skills, problem behaviors, and academic competence for kindergarten or first grade students identified as being at risk for serious behavior problems who received primary, secondary, or tertiary level preventive interventions. Of the 93 participants in this study, 73% were male; 86% were…

Four elementary students with behavior disorders attending a day treatment facility were trained to recruit positive teacher attention. Data on student recruiting and academic productivity were collected across 59 twenty-minute sessions. A multiple baseline across students design demonstrated a functional relationship of recruitment training on…

Three theoretical models of ADHD are reviewed and interpreted in light of educational and behavioral research findings specifically in respect to interventions using self-management to address a deficit in rule-governed behavior. The perspectives considered in this paper are (a) the unified theory of behavioral inhibition, sustained attention, and…