Author(s)

Colleen Johnson

Date Approved

8-2-2012

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Language, Literacy, and Special Education

College

College of Education

First 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.

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