Current recommendations for the treatment of attention deficit/ hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and academic productivity is self-regulation. This article reports the results of a meta-analysis of the literature on the use of four self-regulation interventions (self-monitoring, self-monitoring plus reinforcement, self-management, and self-reinforcement) for children with ADHD. Combined effect sizes for these four treatments were greater than 1.0 for on-task behavior, inappropriate behavior, and academic accuracy and productivity, indicating that self-regulation interventions are effective for children with ADHD.
|Original language||English (US)|
|Number of pages||17|
|State||Published - Jun 2005|
ASJC Scopus subject areas
- Developmental and Educational Psychology