Using Self Monitoring To Improve On Task Behavior And Academic Performance Of High School Students With Attention Deficit Hyperactivity Disorder
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| 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.
| Author | : Christina Bamford |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : Attention-deficit hyperactivity disorder |
| ISBN | : |
| Author | : James M. West (M.S.) |
| Publisher | : |
| Total Pages | : 66 |
| Release | : 2005 |
| Genre | : Attention-deficit hyperactivity disorder |
| ISBN | : |
"This study investigated the effects of self-management procedures on the on-task behaviors of one male and one female high school students with Attention Deficit Hyperactivity Disorder. The students were taught to self- monitor and self-record their on-task and off-task behavior in a special education English classroom. A single subject, multiple baseline design was used to assess the effectiveness of the self-management intervention. One student improved on-task behaviors throughout the study. The other student was dropped from the study. The results of this study suggest that self-management is an effective tool for helping students improve their on-task behavior in the school setting"--Document.
| Author | : Joe Wojceichowski |
| Publisher | : |
| Total Pages | : 59 |
| Release | : 2017 |
| Genre | : Learning disabled teenagers |
| ISBN | : |
| Author | : Dennis E. Mithaug |
| Publisher | : Charles C Thomas Publisher |
| Total Pages | : 242 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : 0398077231 |
This book describes a method of teaching that fosters autonomous learning in all students, including students with disabilities. The pedagogy is based on decades of research on strategy instruction as well as on a theory of learning that claims these four conditions promote self-determined learning in all learners: (1) opportunities to choose expectations for gaining something from a learning challenge, (2) strategies that regulate responses to meet those expectations, (3) comparisons between results and expectations that provoke additional adjustment in expectations and responses, and (4) persistent engagement and adjustment until results match expectations. The pedagogy of self-instruction described in this book anchors these conditions in everyday instruction so students can learn by adjusting to their own expectations. Chapter 1 compares this approach to the teacher-directed methods of direct instruction that require teachers to set expectations for students, control how students respond to them, evaluate the outcomes they produce, and then prescribe adjustments students must make to improve. Chapter 2 provides evidence that too much of special education instruction reflects this teacher-directed approach and as a consequence discourages students from learning how to learn on their own. Chapters 3-6 identify four ways to shift learning control from teachers to students and Chapters 7 and 8 identify the obstacles to achieving this instructional shift in special education. The appendices of the book provide a bibliography of research on self-instruction and direct instruction pedagogies and a validated self-assessment that can evaluate the directedness of your teaching.
| 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 | : Brandon K. Schultz |
| Publisher | : Springer |
| Total Pages | : 215 |
| Release | : 2015-06-11 |
| Genre | : Psychology |
| ISBN | : 1493926772 |
This innovative volume details counseling interventions for secondary students with ADHD and its associated academic and conduct problems, particularly focusing on youth at risk for developing serious disruptive behaviors. It addresses the continuing debate over counseling for youths with ADHD by identifying key elements common to reputable therapies and suggesting a framework for their successful implementation. The core of the book discusses the Challenging Horizons Program (CHP), a behavior- and solutions-focused approach to counseling adolescents with ADHD that has been studied extensively for more than 15 years. Based on the quality of research, the CHP has been included in the National Registry of Evidence-based Programs and Practices maintained by the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA). Excerpts from actual sessions illustrate typical therapist-client interactions in the CHP, and sample modules from the program's treatment literature expand the book's descriptions of effective hands-on interventions. Counseling skills featured in this book include: Bridging the research-into-practice divide. Establishing a therapeutic alliance with students with ADHD. Developing and implementing interventions for memory, organization, and planning. Enhancing young clients' social skills. Enlisting family members in the intervention process. Working directly with teachers to improve student behaviors. A Practical Guide to Implementing School-Based Interventions for Adolescents with ADHD is an essential resource for researchers, clinicians and related professionals, and graduate students in such disciplines as school and clinical child psychology, social work, educational psychology, psychotherapy and counseling, and learning and instruction.
| 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 | : Edward Steven Shapiro |
| Publisher | : Guilford Press |
| Total Pages | : 556 |
| Release | : 2000-06-13 |
| Genre | : Education |
| ISBN | : 9781572305755 |
A landmark text, this volume systematically addresses the issues involved in developing behavioral assessment strategies for educational--rather than clinical--settings. The theoretical and conceptual underpinnings of widely used assessment methods are discussed, and their strengths and limitations evaluated. Attention is given to legal and professional issues, decision making processes in educational diagnosis, and culturally sensitive assessment practices.
