Attention-deficit/hyperactivity disorder, or ADHD, is a psychological disorder characterized by levels of inattention, hyperactivity, and impulsivity above age-appropriate norms (American Psychiatric Association, 2013). Up to 11% of children in the United States have at some point been diagnosed with ADHD, about two thirds of whom have taken medication to treat their ADHD (Visser et al., 2014). ADHD has significant negative effects on students in the classroom, where students with ADHD commonly are unable to stay in their seats, forget assignments and materials, do not pay attention to instruction, fail to study effectively for exams, call out at inappropriate times, cut in line, and break classroom rules (DuPaul & Stoner, 2014). These behaviors
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Harris, Friedlander, Saddler, Frizzelle, and Graham (2005) investigated the differences between these two types of self-monitoring and how they affect students. They define self-monitoring as a combination of self-assessment and self-recording. More specifically, they define self-monitoring of performance as students’ assessment, evaluation, and recording of their academic performance, such as number of correct answers or time spent completing work. Self-monitoring of attention is when students assess, evaluate, and record their on- and off-task behavior. Harris et al. specifically tested whether spelling performance improved with the implementation of performance and attention self-monitoring in six students diagnosed with ADHD. All of these students were also taking medication for their symptoms at the time of the study. The researchers found that all students exhibited meaningful increases in on-task behavior when using either type of self-monitoring. Neither type of self-monitoring had a particular advantage, indicating that either (or perhaps both in combination) will serve students well. Particularly relevant to the current research is the post-experimental interviews which revealed that students quite enjoy recording their positive, on-task behaviors and good academic
Harris, Friedlander, Saddler, Frizzelle, and Graham (2005) investigated the differences between these two types of self-monitoring and how they affect students. They define self-monitoring as a combination of self-assessment and self-recording. More specifically, they define self-monitoring of performance as students’ assessment, evaluation, and recording of their academic performance, such as number of correct answers or time spent completing work. Self-monitoring of attention is when students assess, evaluate, and record their on- and off-task behavior. Harris et al. specifically tested whether spelling performance improved with the implementation of performance and attention self-monitoring in six students diagnosed with ADHD. All of these students were also taking medication for their symptoms at the time of the study. The researchers found that all students exhibited meaningful increases in on-task behavior when using either type of self-monitoring. Neither type of self-monitoring had a particular advantage, indicating that either (or perhaps both in combination) will serve students well. Particularly relevant to the current research is the post-experimental interviews which revealed that students quite enjoy recording their positive, on-task behaviors and good academic