Assessment-derived treatment of children's disruptive behavior disorders.

Luiselli (1991) drew a road map. The paper shows how to move from a functional assessment to a picked intervention for kids with ADHD, conduct disorder, or oppositional defiant disorder.

It is a decision tree. Each branch links a found function to a set of tactics you can use right away.

The map is still a map. No new data were collected. The value is the clear if-then rules that tell you what to try after you know why the behavior happens.

Danforth et al. (2016) turned the map into a one-page picture for parents. Their flow chart keeps the same logic but uses friendly boxes and arrows so moms and dads can follow it at home.

Fabbretti et al. (1997) tested the logic on two teens with intellectual disability. Functional analysis led to self-monitoring skills and problem behavior dropped fast. The 1991 tree held up in real sessions.

TCruz-Montecinos et al. (2024) moved the idea to academics. Their ADC-B checklist picks reading or math interventions the same way Luiselli (1991) picks behavior plans. Three of four kids scored higher when the plan matched the checklist result.

You already do functional assessments. This paper gives you a ready-made link between the summary statement and the first intervention you try. Print the decision tree, keep it in your session binder, and let it guide your next plan for any child with ADHD or related disruptive behavior.