Date of Conferral







Brandy Benson


Researchers have explored the relationship between the application of written attention-deficit hyperactivity disorder (ADHD) impulsive aggression (IA) behavioral intervention strategies with current public-school educational plans in reducing aggression and how exclusion of behavioral strategies may increase aggression and impact students’ long-term ability to control emotions. However, the social learning theory of aggression suggests that positive self-efficacy and modeling may improve effective coping. This study explored the relationship between aggression as measured by the modified overt aggression scale and the individualized education program (IEP)/504 Plan behavioral strategies’ effectiveness for ADHD aggression as measured by a repeated measured analysis of variance. Data were collected using IEP and 504 Plans of children with ADHD and recorded disciplinary reports in a charter school district in central Arkansas. The study results revealed that ADHD–IA was significantly related to their modifications. The study helps fill the knowledge gaps in the modification design for ADHD–IA and attempts to bring student ADHD coping to mainstream classrooms that will better serve the educational system. Possible implications for positive social change that could result from this study include improved strategies for teachers instructing students with ADHD and IA and improved educational outcomes among this population.