Document Type

Conference Proceeding

Publication Date



The principles of behavior analysis and basic behavioral definitions were utilized by clinical pharmacy students within an interdisciplinary setting to recognize and reinforce the spontaneously occurring on-task desirable behaviors of an 8-year-old hyperactive, attention deficit disordered child. Data gathered by pharmacy students from a case study under supervision of their preceptors, a clinical pharmacist, and a special educator, facilitated the physician's decision to reduce the medication for the child as behavioral intervention was implemented at home and school. Findings indicated that while the subject was taking psychostimulant medication, often recommended for children with hyperactive behaviors, the drug alone did not necessarily result in improvement of on-task, school-adaptive behaviors. Results indicated a significant increase of the subject's on-task time for the scores of five classroom behaviors--coloring, letter production, spelling, reading, and listening comprenhenion--following pharmacy student behavioral intervention.