Investigation Of Self Monitoring Interventions On Independent Performance Of Math Worksheets By Children With Attention Deficit Hyperactivity Disorder
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| Author | : Nancy M. Armstrong |
| Publisher | : |
| Total Pages | : 234 |
| Release | : 2002 |
| Genre | : Attention-deficit hyperactivity disorder |
| ISBN | : |
The purposes of this two-experiment study were to (a) assess the influence of reinforcer dimensions (rate, quality, immediacy, and response effort) on the academic choices of 2 students with ADHD, and (b) to examine the differential effectiveness of the most influential versus the least influential dimensions in an intervention used with self-monitoring procedures to increase academic accuracy, rate, and on task behavior. In study 1, I examined the students' choices between two concurrent response alternatives with varying dimensions. Reinforcer dimensions of rate, quality, effort and immediacy were presented in competition with one another. Results showed that choices were consistently influenced by impulsivity and reinforcer quality (i.e., quality and immediacy for Mallory; for Milton, quality and low effort (suggesting impulsivity because of the shorter delay in receiving answer feedback). In study 2, I examined the effectiveness of a self-monitoring intervention based on the assessment of most and least influential reinforcer dimensions in improving the students' academic accuracy, rate, and on task behavior during independent math seat work. For Milton, we compared low effort (most influential), low rate (least influential) to high effort, high rate and for Mallory, we compared high quality (most influential), high effort (least influential) to low quality, low effort problem completion. Each participant completed a packet of math facts, self-checking as they worked, and upon completion, recorded the number correct, incorrect, total number problems attempted, and points earned on a data recording sheet. Results for both students showed both interventions produced an improvement in academic accuracy, rate, and on task behavior relative to baseline.
| Author | : R. Dean Cloward |
| Publisher | : |
| Total Pages | : 83 |
| Release | : 2002 |
| Genre | : Attention-deficit hyperactivity disorder |
| ISBN | : |
| Author | : Thomas J. Power |
| Publisher | : Guilford Press |
| Total Pages | : 260 |
| Release | : 2001-01-01 |
| Genre | : Education |
| ISBN | : 9781572306165 |
This manual presents the first empirically supported homework intervention approach specifically developed for families coping with ADHD in children in grades 1-6. Special features include detailed case examples; checklists for monitoring interventions; recruiting instruments and outcome measures; and reproducible parent handouts. Ideal for use with groups of parents and children, or with one family at a time, this manual is intended for school psychologists and counselors, clinical child psychologists and other mental health practitioners, and special education professionals.
| Author | : Chai Lin Grace Ong |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
It is common to have students with ADHD involved and included in general education classrooms. To help students with ADHD regulate their behaviours and maximise their potential, behaviour modification strategies, such as self-monitoring attention, are often employed. Previous research on self-monitoring attention intervention has established that students' on-task behaviour improved when they were taught to self-monitor. However, there is insufficient research that investigates the maintenance effects of self-monitoring over time. Hence, this mixed method study explores the maintenance effects as well as the reasons for the positive or discouraging maintenance effects of the self-monitoring intervention. This study involved three participants who were students in Grades 4 and 7 of a school. Results revealed that all three improved in their on-task behaviour after they self-monitored, but only one was able to maintain the on-task behaviours when the intervention was faded. The participants' ability to maintain effects of self-monitoring is dependent on student differences. Some of these differences include the students' independent learning level, the distractibility of the intervention, a clear understanding of instructions, their cognitive systems, and disinterest in the learning activities.
| Author | : Brian Reichow |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 415 |
| Release | : 2010-11-25 |
| Genre | : Psychology |
| ISBN | : 1441969756 |
Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.
| Author | : Kara McKenna |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
This study sought to investigate the effects of a self-monitoring with goal-setting intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with ADHD to examine the use of a behavioral intervention combining self-monitoring and goal-setting techniques to decrease disruptive behavior. The results of this study suggest that self-monitoring with goal-setting appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of the use of a self-monitoring with goal-setting intervention over a self-monitoring intervention. Teacher ratings suggest that the self-monitoring with goal-setting package is moderately acceptable for classroom use. However, the limitations of this study make definitive conclusions about the intervention's effectiveness difficult. These limitations should be addressed in future research.
| Author | : Russell A. Barkley |
| Publisher | : Guilford Publications |
| Total Pages | : 913 |
| Release | : 2014-10-28 |
| Genre | : Psychology |
| ISBN | : 1462517854 |
Widely regarded as the standard clinical reference, this volume provides the best current knowledge about attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. The field's leading authorities address all aspects of assessment, diagnosis, and treatment, including psychological therapies and pharmacotherapy. Core components of ADHD are elucidated. The volume explores the impact of the disorder across a wide range of functional domains--behavior, learning, psychological adjustment, school and vocational outcomes, and health. All chapters conclude with user-friendly Key Clinical Points. New to This Edition *Reflects significant advances in research and clinical practice. *Expanded with many new authors and new topics. *Chapters on cutting-edge interventions: social skills training, dietary management, executive function training, driving risk interventions, complementary/alternative medicine, and therapies for adults. *Chapters on the nature of the disorder: neuropsychological aspects, emotional dysregulation, peer relationships, child- and adult-specific domains of impairment, sluggish cognitive tempo, and more.
| Author | : Russell A. Barkley |
| Publisher | : Guilford Publications |
| Total Pages | : 913 |
| Release | : 2014-10-17 |
| Genre | : Psychology |
| ISBN | : 1462517722 |
"This edition strives to extract from the mine of available scientific literature those nuggets of clinically important information regarding the nature, assessment, diagnosis, and management of attention-deficit/hyperactivity disorder in children, adolescents, and adults. The revised and expanded fourth edition of this user-friendly workbook provides a master set of the assessment and treatment forms, questionnaires, and handouts. Formatted for easy photocopying, many of these materials are available from no other source. Featured are interview forms and rating scales for use with parents, teachers, and adult clients; helpful checklists and fact sheets; daily school report cards for monitoring academic progress; and more"--
| Author | : Joshua Morris Langberg |
| Publisher | : |
| Total Pages | : 94 |
| Release | : 2011-07-31 |
| Genre | : Attention-deficit-disordered children |
| ISBN | : 9780932955623 |
On busy school nights, homework and long-term projects often get pushed to the bottom of the list, especially by students who struggle with organization.Introducing Homework, Organization, and Planning Skills (HOPS) Interventions. This practical manual guides you through evidence-based interventions for homework completion and recording, organization, time management, and planning skills. Learn the skills to approaching each student as an individual and reinforcing positively without the negative.With this tool, you'll be ready to successfully:Implement organization skills interventionsHelp students with ADHD and executive functioning problemsApply to work with individuals, small groups, or a full classroomTranslate skills learned into positive results in the classroomPlus, mobilize parents to develop better at-home habits with HOPS for Parents, the companion guide for caregivers. The two books are now available as a bundled set.Includes a CD-ROM
| Author | : Kristall J. Graham |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
Abstract: This study used audio-taped chimes and a student checklist for on-task! off-task behavior. The study took place in a high school study hail specifically for students with disabilities. The three participants were tenth graders and had the diagnosis of ADHD. The observers used a 10-second whole interval recording system to record on-task! offtask behavior within an alternating treatment design. The conditions included: Baseline, Self-Monitoring, and Self-Monitoring with Reinforcement. Results indicate self- monitoring alone was effective enough to significantly increase the on-task behavior of two participants. Additional reinforcement was needed to increase the on-task behavior of the third student.
