Self-Management as a Strategy to Improve the Classroom Behavior of Adolescents with ADHD

Edward S. Shapiro · George J. DuPaul · Kathy L. Bradley‐Klug

63 citations0/0 files storedJournal of Learning Disabilities

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Attention Deficit Hyperactivity Disorder

Abstract

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 1978Normative data on Revised Conners Parent and Teacher Rating Scales 2022Journal of Learning Disabilities 1981Advances in school psychology 2008Journal of Emotional and Behavioral Disorders 1983GENERALIZATION AND MANTENANCE OF TREATMENT GAINS OF BEHAVIORALLY HANDICAPPED STUDENTS FROM RESOURCE ROOMS TO REGULAR CLASSROOMS USING SELF‐EVALUATION PROCEDURES 1980A self-control classroom for hyperactive children 1994Behavior Change in the Classroom: Self-Management Interventions

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2004Self-Regulation among Students with LD and ADHD 2009Bringing Evidence-Based Self-Directed Intervention Practices to the Trenches for Students With Emotional and Behavioral Disorders

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