The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD.
Self-management procedures have been used in school settings to successfully reduce problem behaviors, as well as to reinforce appropriate behavior. A multiple-baseline across participants design was applied in this study to evaluate the effects of using a self-management procedure to enhance the classroom preparation skills of secondary school students with attention-deficit/ hyperactivity disorder (ADHD). Three male students enrolled in a public secondary school were selected for this study because teacher reports suggested that these students were insufficiently prepared for class and inconsistently completed assignments. The intervention involved training in self-management procedures focusing on the improvement of classroom preparation skills. Following the intervention, the training process was systematically faded. Results were consistent across the 3 participants in enhancing classroom preparation behaviors. Implications for practice and future research are discussed.
Gureasko-Moore
Sammi
S
Lehigh University, USA.
Dupaul
George J
GJ
White
George P
GP
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy; D003131:Combined Modality Therapy; D005793:Generalization, Psychological; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008282:Mainstreaming, Education; D008297:Male; D008774:Methylphenidate / Q000008:administration & dosage; D009042:Motivation; D012073:Remedial Teaching; D012648:Self Care
D008774:Methylphenidate