Effectiveness of Self-Management on Attentional Behavior and Reading Comprehension for Children with Attention Deficit Disorder

Abstract

The purpose of this research was to determine the effectiveness of a self-management program with three elementary-aged students with Attention Deficit Disorder (ADHD). An ABABC with follow-up single subject design was employed to evaluate the impact of self-management procedures on attention to task and reading comprehension. During the first self-recording phase, students were cued to record attention to task at variable intervals which averaged 60 seconds. Rewards were delivered contingent upon percentage of time spent on-task and percentage correct on comprehension probes. The overall outcomes indicate substantial increases in on-task behavior during the self-management phases. Academic accuracy in reading comprehension for all subjects also improved under the self-management phases.