Self-Management as a Strategy to Improve the Classroom Behavior of Adolescents with ADHD

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate thei...

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Bibliographic Details
Published in:Journal of learning disabilities 1998-11, Vol.31 (6), p.545-555
Main Authors: Shapiro, Edward S., DuPaul, George J., Bradley-Klug, Kathy L.
Format: Article
Language:English
Subjects:
Adolescents
Attention deficit disorder
Attention Deficit Disorder with Hyperactivity - complications
Attention Deficit Disorder with Hyperactivity - therapy
Attention Deficit Disorders
Attention deficit hyperactivity disorder
Behavior disorders
Behavior Modification
Behavior Problems
Behavior Rating Scales
Behavior Therapy
Behaviour disordered students
Case Studies
Child
Classroom behaviour
Classroom Techniques
Classrooms
Cognition
Contingency learning
Curricula
Discipline
Education, Special - methods
Elementary Secondary Education
Humans
Hyperactive adolescents
Hyperactivity
Independent study
Instructional Effectiveness
Intellectual disabilities
Intervention
Learning
Learning disabilities
Learning Disorders - complications
Male
Managerial skills
Preschool education
Psychiatric Status Rating Scales - statistics & numerical data
Psychology
Self Evaluation (Individuals)
Self Management
Self-Evaluation Programs - methods
Selfmanagement
Special education
Strategies
Student Behavior
Students
Teachers
Teaching
Teaching - methods
Teenagers
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Summary:This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949803100604