International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 4 (July-August 2026) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 4
July-August 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

The Effectiveness of Behaviorism Theory in Controlling the Behavior of Students with ADHD in the Classroom

Author(s) Aisyah Athirah Binti Azman, Mohd. Norazmi Nordin
Country Malaysia
Abstract Students with Attention Deficit Hyperactivity Disorder (ADHD) commonly display behaviors such as difficulty maintaining attention, hyperactivity, impulsiveness and challenges in following classroom instructions during teaching and learning sessions. These behaviors often create difficulties for teachers in managing classroom environments and ensuring that learning activities can be conducted effectively. In response to these challenges, behaviorism theory has been widely recognized as a practical approach for managing the behavior of students with ADHD as the theory emphasizes behavioral change through stimulus, response and reinforcement. This article aims to examine the effectiveness of behaviorism theory in helping teachers manage the classroom behavior of students with ADHD. The study was conducted using a literature review approach by analyzing previous studies related to behaviorist practices in special education and behavioral management for students with ADHD. Findings from the reviewed literature indicate that positive reinforcement strategies such as praise, rewards, token economies and merit systems are effective in improving students’ focus, reducing disruptive behaviors, and increasing compliance with classroom instructions. In addition, behaviorist approaches contribute to creating a more structured, organized and conducive learning environment. However, the effectiveness of these strategies may depend on factors such as teachers’ consistency, the suitability of the intervention methods and the functional level of the students.
Keywords Behaviorism Theory, Adhd, Positive Reinforcement, Classroom Behavior Management, Special Education, Students With Adhd
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-06
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.80321
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals