The Effect of Self-Monitoring on Hyperactive, Attention Deficit Disorder, or Attention Deficit and Hyperactive Disorder Behaviors in Fourth-Grade Students
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Type of Work30 p.
action research papers
ProgramMasters of Education
RightsCollection 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 email@example.com.
SubjectsEducation -- Research papers (Graduate)
Attention-deficit-disordered children -- Behavior modification
Self-control in children
Attention-deficit-disordered children -- Education (Elementary)
The purpose of this study was to investigate the effect of self-monitoring on hyperactive, attention deficit disorder (ADD), or attention deficit and hyperactive disorder (ADHD) behaviors in fourth-grade students. An experimental design was used to conduct this study. The study focused on four students with hyperactive, ADD, and ADHD behavioral symptoms enrolled in a predominantly African –American suburban elementary school. The participants studied were labeled as hyperactive, ADD, or ADHD prior to research. The four participants received instruction in a regular education classroom. General observations regarding the effect of a selfmonitoring checklist in reading and science were made during the 30-day study period. Differences in instructional routines, pacing, motivational strategies, and lesson format or lesson presentations were identified and listed. Data regarding the students’ behaviors were collected and analyzed. Analysis of the data shows significant difference in the occurrence of three of the students’ targeted behaviors after the use of the self-monitor checklist. In some instances, behaviors ceased completely. One behavior was not an issue at pre-test and remained so at the conclusion of the observations following the intervention. Further research with fewer behaviors on the self-monitor checklist is warranted to determine whether the rate of extinguishing these behaviors increases when there are fewer behaviors on which study participants would have to focus. A second suggestion includes looking at the long term effect of the use of the selfmonitoring checklist to determine if the behaviors remain eliminated or if they return over time.