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>

Comparing the Transfer Effects of Three Neurocognitive Training Protocols in Children With Attention-Deficit/Hyperactivity Disorder: A Single-Case Experimental Design

2021 ◽  
pp. 1-19
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Luo ◽  
Li Sun
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Experimental Design ◽  
Attention Deficit ◽  
Visual Analysis ◽  
Single Case ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Hyperactivity Disorder ◽  
Inhibitory Function

Abstract The current study used behavioural and electroencephalograph measures to compare the transferability of three home-based interventions — cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT — for reducing symptoms in children with attention-deficit/hyperactivity disorder (AD/HD). Following a multiple-baseline single-case experimental design, twelve children were randomised to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardised visual analysis were adopted to detect effects. Results showed that CT improved inhibitory function and NFT improved alpha EEG activity and working memory. The combined condition, which was a reduced ‘dose’ of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have transfer effects on executive functions, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

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 Attention-deficit hyperactivity disorder and use of psychostimulants among children in Turkey

2007 ◽  
Vol 4 (3) ◽  
pp. 71-73
Author(s):  
Sahbal Aras ◽  
Semih Semin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Side Effects ◽  
Mental Health Professionals ◽  
Attention Deficit ◽  
Critical Evaluation ◽  
Therapeutic Effects ◽  
Diagnostic Validity ◽  
Ethical Problems ◽  
Hyperactivity Disorder ◽  
Psychostimulant Medication

Recently, the use of psychostimulant medication in children with symptoms of attention-deficit hyperactivity disorder (ADHD) has been subject to extensive debate. The problems faced while assessing and diagnosing ADHD, unnecessary prescribing of psychostimulants, the possible side-effects of psychostimulants on the developing brain, the risk of drug dependency, and the risk of stigmatising children through medicalisation of normal life events are considered among the principal objections to the use of psychostimulant medications. On the other hand, what also need to be taken into account are the increasing evidence on the genetic, biochemical and diagnostic validity of the disorder, the data showing the therapeutic effects of psychostimulants and the rarity of the above-mentioned side-effects, as well as the ethical problems created by insufficient treatment of children because of the concerns of parents. A critical evaluation of these conflicting opinions by mental health professionals might contribute to the application of ethical principles. While making this kind of evaluation, it is important to pay regard to the specific sociocultural features of the country, as well as the prevailing worldwide discussion.

Efficacy of Online Daily Behaviour Report Card to Decrease Off-Task Behaviour for Adolescents With Attention-Deficit/Hyperactivity Disorder

2018 ◽  
Vol 42 (02) ◽  
pp. 143-157
Author(s):  
Wendy Yeo ◽  
Ailsa Goh ◽  
Carol Tan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Discipline Referrals ◽  
Report Card ◽  
Classroom Teachers ◽  
Office Discipline Referrals ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
High Level

Facilitating the learning and engagement of students with attention-deficit/hyperactivity disorder (ADHD) in any classroom can be challenging. In this study, we examined the use of online daily behaviour report card (DBRC) to decrease off-task behaviour in students with ADHD who were studying at a public school for at-risk youths in Singapore. Using a multiple baseline design across participants, the study involved 3 adolescents with ADHD who exhibited a high level of off-task behaviour and had received numerous office discipline referrals. Aside from the involvement of classroom teachers, the online DBRC intervention was modified to involve an additional school mentor who supported the parents in monitoring and guiding the students. Results indicated that the online DBRC intervention had been effective in decreasing off-task behaviour in the 3 students. Implications of findings and directions for future studies are discussed.

Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies

2017 ◽  
Vol 83 (4) ◽  
pp. 378-395 ◽  
Author(s):  
Kellina Pyle ◽  
Gregory A. Fabiano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Case Studies ◽  
Attention Deficit ◽  
Single Case ◽  
Report Card ◽  
Single Subject ◽  
Size Estimation ◽  
Hyperactivity Disorder ◽  
Daily Report Card ◽  
Daily Report

The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.

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