Self-Regulation Interventions for Attention Deficit Hyperactivity Disorder in the Classroom

Gina Martin ()
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Gina Martin: University of Central Florida,

RAIS Conference Proceedings 2021 from Research Association for Interdisciplinary Studies

Abstract: Attention deficit hyperactivity disorder (ADHD) is a pervasive condition that can negatively affect student behavior and academic performance. The link between impairment of executive function in individuals with ADHD and the need for training in self-regulation could provide the solution for effective school-based interventions. This review addresses the effectiveness of self-monitoring, organization training, and self-management interventions on symptoms of ADHD in the classroom. The studies analyzed include students in various models of support in elementary, middle, and high school. All interventions showed some level of success, with the inclusion of goal setting and parent or teacher involvement being key factors in how well the interventions maintained over time and generalized to academic performance. Limitations of the current studies include small sample size and insufficient data on each intervention across grade levels. Current research findings are discussed, and a direction for future research is recommended.

Keywords: ADHD; self-monitoring; self-regulation; self-management; goal setting; organization; school-based intervention (search for similar items in EconPapers)
Pages: 12 pages
Date: 2021-06
New Economics Papers: this item is included in nep-ure
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Published in Proceedings of the 22nd International RAIS Conference on Social Sciences and Humanities, June 20-21, 2021, pages 121-133

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