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The Journal of Special Education
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Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance

Effects Among Students with ADHD in the General Education Classroom

Karen R. Harris

Vanderbilt University, Karen.Haris{at}vanderbilt.edu

Barbara Danoff Friedlander

Montgomery County Public Schools, Maryland

Bruce Saddler

State University of New York-Albany

Remedios Frizzelle

University of Maryland

Steve Graham

Vanderbilt University

A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and self-monitoring of performance had positive effects on students' on-task and spelling study behaviors. While improvement in on-task behavior was comparable across the two interventions, self-monitoring of attention produced substantially higher gains in spelling study behavior among 4 of the 6 students. Although this is the first study in which differential effects of these 2 interventions have been investigated among students with ADHD, previous studies with students with learning disabilities (LD) have found that self-monitoring of performance tended to result in higher rates of spelling study than did self-monitoring of attention. Possible reasons for this difference among students with ADHD and those with LD are noted, as are directions for future research and recommendations for teachers regarding the implementation of self-monitoring interventions.

The Journal of Special Education, Vol. 39, No. 3, 145-157 (2005)
DOI: 10.1177/00224669050390030201
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 REVIEW OF EDUCATIONAL RESEARCHHome page
J. Harrison, B. Thompson, and K. J. Vannest
Interpreting the Evidence for Effective Interventions to Increase the Academic Performance of Students With ADHD: Relevance of the Statistical Significance Controversy
Review of Educational Research, June 1, 2009; 79(2): 740 - 775.
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