1. Self‐monitoring with goal‐setting: Decreasing disruptive behavior in children with attention‐deficit/hyperactivity disorder.
- Author
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McKenna, Kara, Bray, Melissa A., Fitzmaurice, Brenna, Choi, Dowon, DeMaio, Erin, Bray, Clark R., and Bernstein, Carly
- Subjects
BEHAVIOR disorders in children ,SCHOOL children ,GOAL (Psychology) ,ATTENTION-deficit hyperactivity disorder ,TEACHER evaluation ,PSYCHOLOGY of students ,CHILD psychology - 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. Practitioner points: Combining self‐monitoring (SM) and goal‐setting (GS) was successful in reducing disruptive behavior of students with attention‐deficit/hyperactivity disorder (ADHD).Combining SM and GS was somewhat more effective than using SM alone to reduce disruptive behaviors of students with ADHD.Teachers found the intervention acceptable and reported a willingness to use it to reduce disruptive behaviors in their classrooms. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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