The Effect of Self-Monitoring Instruction on the Behavior of Secondary Students with ADHD

Date of Award

Summer 2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


ADHD, Self-Monitoring, Coaching Model, Behavior Intervention


Nearly 9.5% of school-age children are diagnosed with Attention Deficit Hyperactivity Disorder, or ADHD, which manifests as inattentiveness and difficulty controlling impulses. These students experience a higher than average risk of failure in school and exhibit higher levels of “risky” behaviors, leading to higher dropout rates and exclusion than their neurotypical peers (Barkley, 2016). Children with ADHD must be taught strategies for coping with the disorder in order to experience success at school and in their later life. This study explored a method of teaching students with ADHD how to monitor their own behavior and found that use of a coaching protocol can increase time on-task for students with ADHD who are motivated to increase their expected classroom behaviors.

Abstract only: No full text available.