The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD

Autor/inn/en	Gureasko-Moore, Sammi; DuPaul, George J.; White, George P.
Titel	The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD
Quelle	In: Behavior Modification, 30 (2006) 2, S.159-183 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-4455
DOI	10.1177/0145445503259387
Schlagwörter	Secondary School Students; Intervention; Hyperactivity; Attention Deficit Disorders; Self Management; Adolescents; Behavior Problems; Males; Behavior Modification; Interrater Reliability; Aptitude Treatment Interaction; Psychological Studies + Suchen Sie Ihr Suchwort? Sekundarschüler; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Selbstmanagement; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Behaviour modification; Verhaltensänderung; Interrater-Reliabilität
Abstract	Self-management procedures have been used in school settings to successfully reduce problem behaviors, as well as to reinforce appropriate behavior. A multiple-baseline across participants design was applied in this study to evaluate the effects of using a self-management procedure to enhance the classroom preparation skills of secondary school students with attention-deficit/ hyperactivity disorder (ADHD). Three male students enrolled in a public secondary school were selected for this study because teacher reports suggested that these students were insufficiently prepared for class and inconsistently completed assignments. The intervention involved training in self-management procedures focusing on the improvement of classroom preparation skills. Following the intervention, the training process was systematically faded. Results were consistent across the 3 participants in enhancing classroom preparation behaviors. Implications for practice and future research are discussed. Appendix A contains "Self- Monitoring Checklist; and Appendix B provides, "Procedural Integrity Checklist for the Training Phase." Appendix C also "Procedural Integrity Checklist During Monitoring Sessions."(Contains 2 tables and 1 figure.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: http://sagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10