The Effect of Self-Monitoring on Calling Out Behaviors in Third Grade Students, Including Those with Attention Deficit Hyperactive Disorder
Date
2011-05Type of Work
27 p.Text
action research papers
Program
Masters of EducationRights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Subjects
Education -- Research papers (Graduate)Self-monitoring -- Research
Attention-deficit hyperactivity disorder -- Research
Behavior disorders in children -- Research
Abstract
The purpose of this study was to investigate the effectiveness of a self-monitoring strategy in
reducing calling out behavior in a classroom of third grade students (n = 8) with a high
proportion of students with ADHD. The subjects were from a convenience sample and served
as their own controls. The self-monitor form and the observer evaluation form used in this study
were created by the investigator. The frequency of calling out behaviors per student was
recorded on these forms. The self-monitor form was a post-it note on students’ desks. The mean
number of call-outs per child was significantly less during the four week intervention period
(Mean = 8.38, SD = 9.74) than during the (weighted) two week baseline period (Mean = 20.75,
SD = 22.75) [t(7) = 2.49, p < .05 ]. Therefore, the results support the efficacy of self-monitoring
checklists to reduce disruptive behaviors among students with ADHD and similar behavioral
characteristics. Other implications and ideas for future research are discussed.