Using Self-Monitoring With Ethnic Minority Students With ADHD: Effectiveness and Preliminary Evidence of Maintenance and Generalization

Abstract

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic underachievement and require targeted remedial academic services, special accommodations, and frequent prompting and reinforcement from supporting adults. Our investigation implemented a behavioral self-monitoring strategy to improve the on-task behavior and academic engagement of Arab students living in Israel who were diagnosed with ADHD ages 7 to 9 years attending a special education school. Using a multiple-baseline across participants design, we measured on-task behavior and self-recording accuracy during baseline, self-monitoring intervention, fading, and maintenance phases. We also probed for generalization and evaluated treatment acceptability and feasibility. Findings show that on-task behavior of all participants immediately increased when the intervention was applied and their high and stable response rate maintained throughout the intervention sessions, including the fading and maintenance phases. The study documented the effectiveness of a self-monitoring intervention among minority children with ADHD, a successful demonstration of fading behavioral support, and maintenance and generalization of the learned behavior.