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ERIC Number: EJ788366
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: Author
ISSN: ISSN-0279-6015
Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescent with Attention Deficit Hyperactivity Disorder
Gureasko-Moore, Sammi; DuPaul, George; White, George P.
School Psychology Review, v36 n4 p647-664 2007
Self-management procedures have been used in school settings to successfully reduce problem behaviors and increase appropriate behavior. Two multiple-baseline across-participants designs were applied to evaluate the effects of self-management procedures to enhance classroom preparation skills and homework completion behaviors of middle school students with attention deficit hyperactivity disorder. Six male students with attention deficit hyperactivity disorder enrolled in a public middle school received training in self-management procedures that focused on the improvement of classroom preparation skills and homework completion behaviors. The percentage of classroom preparation skills and homework behaviors increased as a function of self-monitoring for all participants. Improvements were maintained after written self-monitoring was faded. In addition, student, teacher, and parent acceptance of the self-management intervention were assessed to be high. Strengths and limitations of this intervention strategy as well as future research directions are discussed. (Contains 4 figures and 1 footnote.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A