Self-monitoring with goal-setting: Decreasing disruptive behavior in children with attention-deficit/hyperactivity disorder

被引：0

作者：

McKenna, Kara ^{[1
]}

Bray, Melissa A. ^{[1
]}

Fitzmaurice, Brenna ^{[1
,5
]}

Choi, Dowon ^{[2
]}

DeMaio, Erin ^{[1
]}

Bray, Clark R. ^{[3
]}

Bernstein, Carly ^{[4
]}

机构：

[1] Univ Connecticut, Dept Sch Psychol, Mansfield, CT USA

[2] Univ Florida, Counseling & Wellness Ctr, Gainesville, FL USA

[3] Univ Connecticut, Dept Mech Engn, Mansfield, CT USA

[4] Hartford Inst Living, Hartford HealthCare, Hartford, CT USA

[5] Univ Connecticut, Dept Sch Psychol, 249 Glenbrook Rd, Mansfield, CT 06269 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2023年 / 60卷 / 12期

关键词：

attention deficit hyperactivity disorder; classroom intervention; disruptive behavior; elementary; goal setting; self-monitoring; ON-TASK BEHAVIOR; EXECUTIVE FUNCTIONS; STUDENTS; MANAGEMENT; INTERVENTIONS; CLASSROOM; ADHD; ACCEPTABILITY; DISABILITIES; ADOLESCENTS;

D O I：

10.1002/pits.23026

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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.

引用

页码：5167 / 5188

页数：22

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