Date Approved
8-2-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Attention-deficit hyperactivity disorder; Self-monitoring; Classroom management
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this study was to ascertain if students with ADHD in an inclusive classroom who display off-task behaviors, particularly during transitioning between instructional activities, can effectively utilize a self-monitoring plan to decrease these behaviors. In order for the rapidly growing number of special education students to integrate successfully and smoothly within the general education learning environment, certain inappropriate behaviors should be eliminated, if possible, or at least decreased through self-awareness and direct self-management. Punitive consequences are not always an effective means of eradicating certain types of behaviors. Three middle school students with ADHD participated in the study using self-monitoring charts with reinforcers to improve their off-task behaviors between the content transitioning times. Immediate quantitative results were observed. Along with these results improvements were shown in social acceptance and an increase in completed classwork. Self-management puts more responsibility on the student which means less dependence on the classroom teacher. Another valuable outcome that was shown during this research was that as peer relations grew with social acceptability, a higher degree of self-esteem transpired as well.
Recommended Citation
Johnson, Colleen, "Self-management of classroom transitions for students with attention disorders" (2012). Theses and Dissertations. 164.
https://rdw.rowan.edu/etd/164
