Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescent with Attention Deficit Hyperactivity Disorder

Autor/inn/en	Gureasko-Moore, Sammi; DuPaul, George; White, George P.
Titel	Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescent with Attention Deficit Hyperactivity Disorder
Quelle	In: School Psychology Review, 36 (2007) 4, S.647-664 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Homework; Intervention; Hyperactivity; Attention Deficit Disorders; Self Management; Adolescents; Behavior Problems; Middle School Students; Metacognition; Males; Student Attitudes; Parent Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Hausaufgabe; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Selbstmanagement; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Male; Männliches Geschlecht; Schülerverhalten; Elternverhalten; Lehrerverhalten
Abstract	Self-management procedures have been used in school settings to successfully reduce problem behaviors and increase appropriate behavior. Two multiple-baseline across-participants designs were applied to evaluate the effects of self-management procedures to enhance classroom preparation skills and homework completion behaviors of middle school students with attention deficit hyperactivity disorder. Six male students with attention deficit hyperactivity disorder enrolled in a public middle school received training in self-management procedures that focused on the improvement of classroom preparation skills and homework completion behaviors. The percentage of classroom preparation skills and homework behaviors increased as a function of self-monitoring for all participants. Improvements were maintained after written self-monitoring was faded. In addition, student, teacher, and parent acceptance of the self-management intervention were assessed to be high. Strengths and limitations of this intervention strategy as well as future research directions are discussed. (Contains 4 figures and 1 footnote.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10