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Self-Monitoring with Goal-Setting: Decreasing Disruptive Behavior in Children with Attention-Deficit/Hyperactivity Disorder

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Bibliographic Details
Title: Self-Monitoring with Goal-Setting: Decreasing Disruptive Behavior in Children with Attention-Deficit/Hyperactivity Disorder
Language: English
Authors: McKenna, Kara, Bray, Melissa A. (ORCID 0000-0002-3437-3505), Fitzmaurice, Brenna (ORCID 0000-0003-2427-2193), Choi, Dowon, DeMaio, Erin, Bray, Clark R., Bernstein, Carly
Source: Psychology in the Schools. 2023 60(12):5167-5188.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Goal Orientation, Self Management, Intervention, Student Behavior, Behavior Problems, Elementary School Students, Attention Deficit Hyperactivity Disorder, Behavior Modification, Program Effectiveness
DOI: 10.1002/pits.23026
ISSN: 0033-3085
1520-6807
Abstract: This study sought to investigate the effects of a self-monitoring (SM) with goal-setting (GS) intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with attention-deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention combining SM and GS techniques to decrease disruptive behavior. The results of this study suggest that SM with GS appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of using a SM with GS intervention over a SM intervention. Teacher ratings suggest that the SM with GS package is moderately acceptable for classroom use.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399673
Database: ERIC
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Description
Abstract:This study sought to investigate the effects of a self-monitoring (SM) with goal-setting (GS) intervention on students' disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with attention-deficit/hyperactivity disorder (ADHD) to examine the use of a behavioral intervention combining SM and GS techniques to decrease disruptive behavior. The results of this study suggest that SM with GS appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of using a SM with GS intervention over a SM intervention. Teacher ratings suggest that the SM with GS package is moderately acceptable for classroom use.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23026