Efficacy of A Self-Monitoring Intervention for Decreasing Off-Task Behavior Exhibited by a Second Grader with ADHD
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Abstract
Self-monitoring interventions show promise in helping to remediate academic and behavioral challenges for students with attention-deficit/hyperactivity disorder (ADHD). The current study used an ABAB reversal single-case research design to evaluate the effectiveness of a self-monitoring intervention for decreasing off-task behavior exhibited by a second grader with ADHD. The student was taught to self-monitor her task engagement using a MotiveAider™, an electronic device that vibrates at predetermined intervals (MotiveAider™, 2000). Results indicated that upon the implementation of the self-monitoring intervention, the student’s off-task behavior decreased from a mean of 53% to less than 10% in all the intervals observed. The results indicated that the self-monitoring procedure was associated with a decrease in talking to peers and being distracted with learning materials. However, the intervention was least effective in decreasing out-of-seat behavior. Limitations, implications, and future directions are discussed.
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