Moore, Stephanie2018-07-252018-07-252018-07http://hdl.handle.net/11603/11023This 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.35 pagesen-USThis work 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.Education -- Research papers (Graduate).Text