title: Self-Monitoring by College Students With ADHD: The Impact on Academic Performance.
abstract: OBJECTIVE
  There is a lack of empirically supported treatments for college students with ADHD and academic deficits. The current study evaluated self-monitoring, an intervention that may improve academics in children with ADHD, with a college sample diagnosed with ADHD.
  
  
  METHODS
  Fifty-three participants were recruited, 41 of which completed the study and are included in the analyses. Participants were randomly assigned to a group that received study skills instruction, goal setting, and self-monitoring instruction (SM+ group; n = 22) or a group that received only study skills and goal setting (SM- group; n = 19).
  
  
  RESULTS
  Participants in the SM+ group demonstrated significant improvement in their ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment. These improvements were not significant for the SM- group.
  
  
  CONCLUSIONS
  These findings suggest that self-monitoring might be used to improve academic performance in college students with ADHD.
authors.affiliation: 1 Louisiana State University, Baton Rouge, LA, USA.
authors.forename: Mindy C
authors.initials: MC
authors.lastname: Scheithauer
authors.affiliation: 1 Louisiana State University, Baton Rouge, LA, USA.
authors.forename: Mary L
authors.initials: ML
authors.lastname: Kelley
mesh_terms: D000073978:Academic Performance; D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D013334:Students / Q000523:psychology*; D058013:Test Taking Skills; D014495:Universities
keywords: ADHD; academics; college students; medication adherence; self-monitoring