Self-Monitoring Intervention for Students with ADHD

Date of Award

Spring 5-10-2024

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Joshua Johnson


This paper presents a case study of an elementary student diagnosed with ADHD who exhibits off-task behavior in the classroom. Through observations and consultations with the problem-solving team, it was identified that the student’s primary challenge was maintaining focus and staying on task. To address this, a self-monitoring intervention was implemented. The intervention involved several steps: defining clear behavior expectations, teaching the student to recognize when he was off-task, utilizing a MotivAider device to prompt self-monitoring, and providing rewards for meeting expectations. Over an eight-week period, the student showed significant improvement, reaching 100% accuracy in behavior when prompted. Progress monitoring through observations and checklists demonstrated consistent positive results. Fidelity checks ensured the intervention's integrity.The study concludes that the self-monitoring intervention was suitable for the student’s behavioral needs and led to sustained improvements in on-task behavior.

Abstract only: No full text available.