The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder

Abstract

This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the level of independent homework task completion for an elementary-age student with attention deficit hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a consistent increase and stability in homework task completion following the introduction of a vibrating alarm wristwatch and a self-monitoring homework routine checklist. Stable homework performance continued through the 5-month follow-up, as well as following a termination and change in medications which occurred during month two and three of the follow-up phase. Additionally, academic performance as measured by mathematics and language arts school term grades showed improvement. Results are discussed in light of parents as active co-problem-solvers, the role of applied behavioral action research, and the efficacy of self-management with students with ADHD.

Using Technology-Based Self-Monitoring to Promote On-Task Behavior

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Student engagement in learning, or on-task behavior, is critical for improving academic outcomes (Blicha & Belfiore, 2013). In contrast, off-task behavior interferes with learning, may disrupt the learning of others, and is a common challenge for both students and educators across settings (Godwin et al, 2013;Scott & Burt, 2018).

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