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

Autor/inn/en	McKenna, Kara; Bray, Melissa A.; Fitzmaurice, Brenna; Choi, Dowon; DeMaio, Erin; Bray, Clark R.; Bernstein, Carly
Titel	Self-Monitoring with Goal-Setting: Decreasing Disruptive Behavior in Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: Psychology in the Schools, 60 (2023) 12, S.5167-5188 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bray, Melissa A.) ORCID (Fitzmaurice, Brenna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23026
Schlagwörter	Goal Orientation; Self Management; Intervention; Student Behavior; Behavior Problems; Elementary School Students; Attention Deficit Hyperactivity Disorder; Behavior Modification; Program Effectiveness + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Selbstmanagement; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01