The Effects of Self-Monitoring on On-Task Behavior in ADHD Students
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Date
2018-07
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Program
Masters of Education
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Abstract
This study explores the effects of self-monitoring on on-task behavior on a group of
7th
grade
students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).
This study
followed a pre-experimental design. It began with a 10-day baseline period in which the
researcher collected data on task-attentiveness. It followed with explicit instruction and guided
practice on how to engage in self-monitoring, followed by a 24-day intervention period. Data
were collected through the use of teacher and student reflection tools, designed for assessing on-task behavior in each individual student at three designated times throughout a 90-minute
instructional block. When comparing the baseline period to the intervention period, the results
showed a notable increase in on-task behavior among
ADHD students. Hence, the null hypothesis,
that there would be no statistically significant difference between
on-task behavior
scores for ADHD students during a weighted baseline period and a treatment period, was
rejected. Further research on the effect
of self-monitoring on students in more and diverse
categories may be warranted.