Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder
| dc.contributor.author | Ong, Chai Lin Grace | |
| dc.contributor.examiningcommittee | McMillan, Barbara (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.examiningcommittee | Yoon, Ee-Seul (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.supervisor | Lutfiyya, Zana (Educational Administration, Foundations & Psychology) | en_US |
| dc.date.accessioned | 2019-04-15T19:45:19Z | |
| dc.date.available | 2019-04-15T19:45:19Z | |
| dc.date.issued | 2019-05 | en_US |
| dc.date.submitted | 2019-03-22T22:45:14Z | en |
| dc.date.submitted | 2019-04-12T21:42:31Z | en |
| dc.degree.discipline | Education | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | It is common to have students with ADHD involved and included in general education classrooms. To help students with ADHD regulate their behaviours and maximise their potential, behaviour modification strategies, such as self-monitoring attention, are often employed. Previous research on self-monitoring attention intervention has established that students’ on-task behaviour improved when they were taught to self-monitor. However, there is insufficient research that investigates the maintenance effects of self-monitoring over time. Hence, this mixed method study explores the maintenance effects as well as the reasons for the positive or discouraging maintenance effects of the self-monitoring intervention. This study involved three participants who were students in Grades 4 and 7 of a school. Results revealed that all three improved in their on-task behaviour after they self-monitored, but only one was able to maintain the on-task behaviours when the intervention was faded. The participants’ ability to maintain effects of self-monitoring is dependent on student differences. Some of these differences include the students’ independent learning level, the distractibility of the intervention, a clear understanding of instructions, their cognitive systems, and disinterest in the learning activities. | en_US |
| dc.description.note | May 2019 | en_US |
| dc.identifier.citation | APA | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/33860 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Self-monitoring | en_US |
| dc.subject | ADHD | en_US |
| dc.title | Maintenance of self-monitoring attention intervention for students with attention deficit/hyperactivity disorder | en_US |
| dc.type | master thesis | en_US |