Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom.
Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.
Department of Psychology, Goethe-University, Frankfurt, Germany, guderjahn@paed.psych.uni-frankfurt.de.
Lena
L
Guderjahn
Andreas
A
Gold
Gertraud
G
Stadler
Caterina
C
Gawrilow
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology* / Q000628:therapy*; D001521:Behavior Therapy; D002648:Child; D004519:Education, Special; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D012574:Schools; D012927:Social Control, Informal; D013334:Students / Q000523:psychology*