Abstract
Attention Deficit Disorder with Hyperactivity Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common disorders in school-aged children characterized by persistent pattern of inattention and/or hyperactivity and impulsivity. Therefore, the study evaluated the effects of a multi-component function-based intervention to improve home & classroom behavior for children with ADHD. The focus of the intervention was to improve problem behaviors at home, at classroom and to increase academic engagement by modifying classroom activities, teaching replacement skills, and changing behavior consequences. Quasi experimental design was used to achieve the aim of the study. Systematic random sample of 38 children and their parents from El-Bagor district in Menofia Governorate who attended and agreed to participate in the study were included. There was an association between ADHD and pre-term labour (P=0.004) and poor child health at birth (P=0.002). Behavioral problems associated with ADHD were the presence of crying, lying, thumb sucking, stealing, and eating and sleeping disorders. The poor level of child reading, and writing was associated with the severity of ADHD symptoms as it was represented in both parent and teachers rating score. This study provides strong evidence that a multi-component function-based intervention can be successfully applied to children with ADHD and problem behaviors and had positive effect on improving the behavior and reducing the severity of manifestation of children with ADHD.