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The Effects of Self-Monitoring on Children with Attention-Deficit/Hyperactivity Disorder Who Are Receiving Pharmacological InterventionsMickie Y. Mathes, PhD, is assistant professor in special education at Brenau University. Her research interests include practical stategies for helping students with ADHD and other disabilites to succeed in special education and/or inclusive classrooms.
William N. Bender, PhD, is an associate professor in the Department of Special Education at the University of Georgia. His research interests include the hehavioral and social-emotional development of students the ADHD, learning disabilities, and behavioral disorders. Address: Mickie Y. Mathes, Department, One Centennialn Circle, Gainesville, GA 30501. A multiple baseline design was employed for this study to assess the effects of using a self-monitoring procedure to enhance on-task behavior of students with attention-deficit/hyperactivity disorder who were already receiving pharmacological treatment. Three male subjects in a public school, ages 8 to 11, were selected for the study because of their frequent off-task and inattentive behaviors in the classroom, despite their receiving psychostimulant medication. The subjects were classified as having emotional/behavioral disorders according to criteria established by the state of georgia. Intervention involved training in self-monitoring procedures. A functional relationship was established between independent and dependent variables: all 3 subjects demonstrated an increase in on-task behavior when self-monitoring was utilized. A combination of pharmacological intervention and self-monitoring procedures enhanced the students' on-task behavior.
Remedial and Special Education, Vol. 18, No. 2,
121-128 (1997) This article has been cited by other articles:
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