Self-management as a strategy to improve the classroom behavior of adolescents with ADHD

E S Shapiro; G J DuPaul; K L Bradley-Klug

doi:10.1177/002221949803100604

Self-management as a strategy to improve the classroom behavior of adolescents with ADHD

J Learn Disabil. 1998 Nov-Dec;31(6):545-55. doi: 10.1177/002221949803100604.

Authors

E S Shapiro¹, G J DuPaul, K L Bradley-Klug

Affiliation

¹ Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania 18015, USA. ESS2@lehigh.edu

PMID: 9813952
DOI: 10.1177/002221949803100604

Abstract

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

Publication types

Case Reports
Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Attention Deficit Disorder with Hyperactivity / complications
Attention Deficit Disorder with Hyperactivity / therapy*
Behavior Therapy*
Child
Education, Special / methods*
Humans
Learning Disabilities / complications
Male
Psychiatric Status Rating Scales / statistics & numerical data
Self-Evaluation Programs / methods*
Teaching / methods*