What are the Effects of Teaching Self-monitoring on Independent Task Work Completion and Accuracy in 6th graders with ADHD?

Abstract

This research project analyzed the effects of teaching self-monitoring on independent task work completion and accuracy in sixth graders with ADHD. It took place in a special education setting. There were four participants in sixth grade that each had a diagnosis of ADHD. It utilized a multiple baseline design across participants with a three class period baseline, followed by a seven to ten class period intervention, and three-day maintenance phase for the participants. The students calculated the percentage of problems completed and the percentage of how accurately they were completed and plotted both percentages on their line graph. The students were taught to self-monitor their attention and focusing strategies. At the end of each class the participants would calculate the percentages for work completion and accuracy, and graph the results. The four participants all made gains in their work accuracy rate. All four participants had a high baseline for work completion. Two of those participants sustained their high work completion percentage during the entire study and two participants showed growth in work completion during the intervention phase. The results of this study indicate that the use of self-monitoring is an effective intervention for sixth grade students with ADHD.