The Effects of Self-Monitoring on On-Task Behavior in ADHD Students


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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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.