A Critical Review of Self-Regulated Learning Interventions for Children with Attention-Deficit Hyperactivity Disorder

Autor/inn/en	Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle
Titel	A Critical Review of Self-Regulated Learning Interventions for Children with Attention-Deficit Hyperactivity Disorder
Quelle	In: Psychology in the Schools, 55 (2018) 6, S.609-628 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reddy, Linda A.) ORCID (Cleary, Timothy J.) ORCID (Alperin, Alexander) ORCID (Verdesco, Arielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22142
Schlagwörter	Intervention; Independent Study; Active Learning; Attention Deficit Hyperactivity Disorder; Literature Reviews; Research Methodology; Investigations; Predictor Variables; Research Design; Research Problems; Outcomes of Treatment; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Selbststudium; Aktives Lernen; Research method; Forschungsmethode; Untersuchung; Prädiktor; Forschungsdesign; Forschungskritik
Abstract	School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three-phase model of SRL that includes forethought, performance control, and self-reflection processes. In this review, the vast majority of the published literature used single-case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow-up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01