Date Approved

12-23-2016

Embargo Period

12-23-2016

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Subject(s)

Attention-deficit hyperactivity disorder; Self-monitoring; High school students

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to see how self-monitoring affected academic progress among high school aged students with ADHD. Students were monitored throughout their study skills class period, where they learned to monitor themselves by assessing a variety of factors, such as personal grades, missing assignments, and personal reflection. Of the three students monitored, two increased grades in most of their academic subjects, and all increased their homework production post intervention. The study did not go without various limitations, however future implications are discussed as to the importance of this study.

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