MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
Attention-deficit hyperactivity disorder; Self-monitoring; High school students
Special Education and Teaching
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.
Lesse, Rachel Michelle, "Study skills self monitoring for adolescents with ADHD" (2016). Theses and Dissertations. 2342.