Increasing on-task behavior in the classroom: Extension of self-monitoring strategies

Amato-Zech, Natalie A.; Hoff, Kathryn E.; Doepke, Karla J.

doi:10.1002/pits.20137

Cited by 108 publications

(112 citation statements)

References 31 publications

(33 reference statements)

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“…However, due to the temporary effects of treatment the maintenance of effects is essential point (Turchiano, 2000). Other studies have confirmed the effectiveness of self-monitoring training on improving attention of ADHD students (Amato-Zech, Hoff, & Doepke, 2006;Mirnasab & Ghobari, 2011;Wright, 2014). …”

Section: Discussionmentioning

confidence: 85%

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Eslami¹,

Mirnasab²,

Malek³

et al. 2016

IJPS

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Introduction: This study aimed to examine Terri Hiltel's Self-monitoring Program on improving the attention of four primary school students with Attention Deficit/Hyperactivity Disorder (ADHD). Materials and Methods:Single subject multiple-baseline design (ABA) across participants was utilized. The participants were observed along the baseline phase and the percentage of their target behaviors was accurately recorded. After the baseline, the students were trained by Terri Hiltel's Self-monitoring program (called shiny light bulb method) for 12 sessions.Results: Level and trend analysis showed that the data points were placed at a level lower than the baseline for all the participants at intervention phase. That is, manifestation of off-task behaviors of the students in this phase decreased compared to the non-intervention phase (baseline); However, therapeutic effects discontinued and reduced at follow-up phase. Conclusion:Findings supported the effectiveness of self-monitoring program as a therapeutic cognitive-behavioral technique. The Study implications are discussed for applying this technique in schools and using it along with other treatments.

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Section: Discussionmentioning

confidence: 85%

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Eslami¹,

Mirnasab²,

Malek³

et al. 2016

IJPS

View full text Add to dashboard Cite

show abstract

“…com/), which vibrates at set intervals to cue students to selfmonitor. Preliminary research results suggest that this might be an effective alternative to auditory cuing mechanisms (e.g., Amato-Zech, Hoff, & Doepke, 2006;Farrell & McDougall, 2008).…”

Section: Discussionmentioning

confidence: 99%

Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder

Rafferty

Arroyo

Ginnane

et al. 2011

Behav Analysis Practice

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We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent spelling practice period in the general education environment. We also compared their on-task levels to that of peers without disabilities in the same classroom context before and after the self-monitoring intervention. Our results showed that time on-task and spelling accuracy increased for the students diagnosed with ADHD during independent spelling practice after the teacher taught them how to self-monitor. These same students' on-task behavior also increased to levels comparable to that of their peers. Suggestions for educators interested in teaching their students self-monitoring strategies are included following a discussion of the results of the analysis.

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“…The MotivAider is an electronic beeper that vibrates to provide a tactile cue to self-monitor. It attaches to the student's waistband and can be programmed to emit a cue for any desired length of time and on a continuous or intermittent schedule (Amato-Zech, Hoff & Doepke, 2006). Students viewed the MotivAider as a tool to help them stay on task.…”

Section: Wwwccsenetorg/ijpsmentioning

confidence: 99%

Viewing Student Learning through a Theoretical Lens

Wu¹,

Le²,

Jin³

2013

IJPS

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This study investigated a student with attention deficit/hyperactivity disorder (ADHD), named Jack, and his learning through examining the following three research questions: What has caused a student's, Jack, misbehavior and low academic achievement? Why is it important to solve the ADHD problem? What do teachers have to do to help ADHD students? This study aimed to discover the solutions to the ADHD problem. The participant was a 10 years old boy in Grade 4. The data gathering consisted of observation and teacher-student interactions. Qualitative approach was used to analyse the data. A number of recommendations have been made in relation to this study to assist primary teachers to help students with ADHD problem. The findings from this study have the potential to assist current and future primary school teachers in identifying effective strategies to solve students' problems of misbehavaiour and learning difficulties for the purpose of enhancing their academic achievements.

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Increasing on-task behavior in the classroom: Extension of self-monitoring strategies

Cited by 108 publications

References 31 publications

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder

Viewing Student Learning through a Theoretical Lens

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