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Journal of Positive Behavior Interventions
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A Practical Application of Self-Management for Students Diagnosed with Attention-Deficit/Hyperactivity Disorder

Leasha M. Barry

University of West Florida

Jennifer J. Messer

University of West Florida

Five sixth-grade students diagnosed with attention-deficit/hyperactivity disorder (ADHD), taking psychostimulants for treatment of ADHD symptoms, and enrolled in a general education classroom participated in the study. Participants were taught self-management techniques to monitor academic performance, on-task behaviors, and disruptive behaviors. A multiple baseline design across students with intervention withdrawal embedded within each baseline was used to empirically assess the effectiveness of self-management. Self-management associated with increases of on-task behaviors and academic performance and with a decrease of disruptive behaviors when compared to other phases. Implications for practical application of the strategy in general education classrooms are discussed.

Journal of Positive Behavior Interventions, Vol. 5, No. 4, 238-248 (2003)
DOI: 10.1177/10983007030050040701
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