Self-management as a strategy to improve the classroom behavior of adolescents with ADHD.
This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.
Shapiro
E S
ES
Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania 18015, USA. ESS2@lehigh.edu
DuPaul
G J
GJ
Bradley-Klug
K L
KL
D001289:Attention Deficit Disorder with Hyperactivity / Q000150:complications / Q000628:therapy*; D001521:Behavior Therapy; D002648:Child; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000150:complications; D008297:Male; D011569:Psychiatric Status Rating Scales / Q000706:statistics & numerical data; D012655:Self-Evaluation Programs / Q000379:methods*; D013663:Teaching / Q000379:methods*