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Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent disorders in school-age children. Children with ADHD often have difficulty at school and at home. Medication is a common treatment for children with ADHD; however, it has been shown to be more effective when combined with behavioral interventions. Self-management has extensive research support showing its effectiveness for children with ADHD primarily in academic settings. The purpose of this study was to examine the impact a self-management intervention would have on the on-task behavior of children during various routines, both academic and nonacademic, in the home setting. Participants were trained to use a self-management intervention. In addition, parents were trained to conduct accuracy checks on their child’s performance as well as deliver feedback and rewards. All three participants showed an increase in on-task behavior following the implementation of the self-management intervention; two of the three participants’ on-task behavior maintained high, stable levels as the self-management schedule was faded. One participant’s on-task behavior did not maintain high levels and therefore required implementation of a self-management plus reinforcement for on-task behavior condition to reestablish high, stable levels of on-task behavior. For one participant, the duration of the targeted routine increased. Current limitations are discussed, and recommendations for future research in this area are provided.

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