The Effects of Self-Monitoring on Children with Attention-Deficit/Hyperactivity Disorder Who Are Receiving Pharmacological Interventions

1997 ◽  
Vol 18 (2) ◽  
pp. 121-128 ◽  
Author(s):  
Mickie Y. Mathes ◽  
William N. Bender
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Pharmacological Intervention ◽  
Self Monitoring ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior ◽  
Male Subjects

A multiple baseline design was employed for this study to assess the effects of using a self-monitoring procedure to enhance on-task behavior of students with attention-deficit/hyperactivity disorder who were already receiving pharmacological treatment. Three male subjects in a public school, ages 8 to 11, were selected for the study because of their frequent off-task and inattentive behaviors in the classroom, despite their receiving psychostimulant medication. The subjects were classified as having emotional/behavioral disorders according to criteria established by the state of georgia. Intervention involved training in self-monitoring procedures. A functional relationship was established between independent and dependent variables: all 3 subjects demonstrated an increase in on-task behavior when self-monitoring was utilized. A combination of pharmacological intervention and self-monitoring procedures enhanced the students' on-task behavior.

scholarly journals Penerapan Intervensi Self-Management untuk Meningkatkan Perilaku on-Task pada Anak Usia Sekolah dengan Attention Deficit Hyperactivity Disorder (ADHD) Inattentive Type

2019 ◽  
Vol 3 (1) ◽  
pp. 15-30
Author(s):  
Kanti Sekarputri Pernama ◽  
Erniza Miranda Madjid
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Single Case ◽  
Self Management ◽  
School Age Children ◽  
Management Technique ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
On Task Behavior ◽  
Inattentive Type

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior and struggle in the classroom both academically and behaviorally. To be successful in school, children are required to have the ability to engage in tasks during learning activities (on-task behavior). One of the intervention known as an effective strategy to increase on-task behavior of school-age children diagnosed with ADHD is a behaviorally-based self-management technique. This study was designed for a fifth grade student aged 11 years old with ADHD predominantly inattentive type. The study took place in an inclusive school at Bojong Gede. Using a single case AB design, four self-management strategy were implemented to increase the on-task behavior. Each baseline and follow-up data was collected over four days, while the intervention it self was implemented over 16 days. The result indicated that the self-management technique appeared to be effective in increasing on-task behavior of participant (from 38% to 90,5%). Keywords: ADHD, on-task; academic engagement, self-management; student

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

scholarly journals The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

2016 ◽  
Vol 8 (3) ◽  
pp. 111
Author(s):  
Nasim Baheri Eslami ◽  
Mir Mahmoud Mirnasab ◽  
Ayyoub Malek ◽  
Shahrokh Amiri
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Monitoring Program ◽  
Single Subject ◽  
Therapeutic Effects ◽  
Baseline Phase ◽  
Self Monitoring ◽  
Baseline Design ◽  
Intervention Phase ◽  
Hyperactivity Disorder

<p><strong>Introduction:</strong> This study aimed to examine Terri Hiltel’s Self-monitoring Program on improving the attention of four primary school students with Attention Deficit/Hyperactivity Disorder (ADHD).</p><p><strong>Materials and Methods:</strong> Single subject multiple-baseline design (ABA) across participants was utilized. The participants were observed along the baseline phase and the percentage of their target behaviors was accurately recorded. After the baseline, the students were trained by Terri Hiltel’s Self-monitoring program (called <em>shiny light bulb method</em>) for 12 sessions.</p><p><strong>Results: </strong>Level and trend analysis showed that the data points were placed at a level lower than the baseline for all the participants at intervention phase. That is, manifestation of off-task behaviors of the students in this phase decreased compared to the non-intervention phase (baseline); However, therapeutic effects discontinued and reduced at follow-up phase.</p><p><strong>Conclusion:</strong> Findings supported the effectiveness of self-monitoring program as a therapeutic cognitive-behavioral technique. The Study implications are discussed for applying this technique in schools and using it along with other treatments.</p>

scholarly journals Clinical effects of nonpharmacological treatment of ADHD

2021 ◽  
Author(s):  
Matheus Almeida Ribeiro da Cunha ◽  
João Gustavo dos Anjos Morais Oliveira ◽  
Gabriela Sarno Brandão ◽  
Ana Flávia Paiva Bandeira Assis ◽  
Leonardo Mattos Santos ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Pharmacological Treatment ◽  
Methodological Quality ◽  
Pharmacological Therapy ◽  
Pharmacological Intervention ◽  
Clinical Effects ◽  
Nonpharmacological Treatment ◽  
Hyperactivity Disorder ◽  
School Of Medicine

Background: Though pharmacotherapy of Attention Deficit Hyperactivity Disorder (ADHD) is widespread, some patients suffer with side effects or do not improve with it. Objectives: Evaluate clinical outcomes of non-pharmacological therapy on ADHD. Design and Setting: This is a literature review, produced in Bahiana School of Medicine and Public Health. Methods: Articles published between 2011 and 2021 were taken from PubMed, using the following search: (“Non-pharmacological treatment” OR “Non- pharmacological therapy” OR “Non-pharmacological intervention” OR “Non-drug treatment” OR “Non-drug therapy” OR “Adjuvant treatment” OR “Adjuvant therapy”) AND (“ADHD” OR “Attention Deficit-Hyperactivity Disorder”). Studies that did not match this review’s objectives were excluded. Results: 20 of the 57 articles found, were selected. Reviews that approach treatment in general indicate non-pharmacological therapy specially when there are obstacles to use of drugs, but highlight the lack of studies with methodological quality in this field. Clinical studies indicate reduction of symptoms through neurofeedback, transcranial magnetic stimulation, and aerobic exercises. One of the interventions with the most articles was nutritional supplementation, though most of them did not find significant improvement. Conclusions: Non-pharmacological treatment of ADHD is a relevant alternative, especially when there is no response to medication, but studies with better methodological quality are necessary.

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