EFFECTS ON SELF-MONITORING ON STUDENTS WITH ADHD IN THE
CLASSROOM USING DIFFERENT INTERVENTION STRATEGIES
Many researchers have been trying to pinpoint what the best academic interventions
would be in the classroom for children diagnosed with attention deficit/hyperactivity disorder
(ADHD). They have been trying to do this because many children with this diagnosis show signs
of either non-attentiveness, hyperactivity, impulsivity, or all three. Since previous research has
shown difficulties within learning and academic performance. Children living with attention
deficit/hyperactivity disorder, or ADHD, can be successful in the classroom if teachers can
figure out which interventions would be useful. In order for this to happen, teachers should
research different studies about what kind of interventions can be successful for their students
with ADHD. Studies have been made to see how improvement could be made, one particular
being research done with self-monitoring.
There are many empirical research articles to read on different intervention strategies like
Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance:
Effects Among Students with ADHD in the General Education Classroom
, The Effects of Self-
Monitoring of Academic Performance on Students with Learning Disabilities and ADD/ADHD
Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and
Harris, Karen, Friedlander, Barbara Danoff, Saddler, Bruce, Frizzelle, Remedios, and Graham, Steve (2005). Self-
Monitoring of Attention Versus Self-Monitoring of Academic Performance: Effects Among Students with ADHD in
the General Education Classroom.
The Journal of Special Education,
Vol. 39/No.3/2005/pp. 145-156.
Shimabukuro, Serena, Prater, Mary Anne, Jenkins, Amelia, and Edelen-Smith, Patricia (1999). The Effects of
Self-Monitoring of Academic Performance on Students with Learning Disabilities and ADD/ADHD.
Treatment of Children
, Vol. 22, No. 4, pp. 397-414.