This paper discusses the use of self-management by teachers as an alternative to or in combination with medication for children with Attention Deficit/Hyperactivity Disorder (ADHD).
Written in 2006; 2,100 words; 3 sources; APA; $ 65.95
Paper Summary:
This paper explains that self-management is a behavioral technique, which teaches individuals to recognize their own behaviors, set behavioral goals and record and reinforce their own behaviors that can be used to decrease negative or increase positive target behaviors and is one of many ways to help students self-regulate their behavior. The author points out advantages of the use of self-management for students with ADHD as presented in the reported research projects: (1) Instills self-regulated behavior; (2) improves on-task behavior, productivity of work completed and accuracy; (3) used successfully with children in other disability categories and (4) meets many of the educational intervention requirements such as maintaining a schedule and emphasizing time limits. The paper identifies limitations or disadvantages of using self-management: (1) This process requires a lot of time from both the teacher and the students involved, (2) must be implemented consistently despite challenges or apparent failures and (3) uses rewards, which too often detracts from the intrinsic motivation to succeed.
Table of Contents
Introduction
Background and Rationale
Using the Research to Implement Self-Management
Advantages and Limitations
Implications and Conclusions
From the Paper:
"Reviewing the studies by Reid et al. (2005) and Barry and Messer (2003) provide a practical explanation of how educators can implement self-management as a behavioral intervention in their classrooms. Both articles present studies containing elementary students in grades 3-8, who were taking stimulants for treatment of ADHD symptoms, and enrolled in general education settings. Each study describes how the researcher was able to specifically implement self-management to assist students. While the locations, length of study, and other dependent variables varied, the procedure was similar in both. First, students chose reinforcers that they found motivating. Teachers negotiated ones they could reasonably provide. The argument behind this was that student choice would increase the likelihood that the consequence would be reinforcing, thereby increasing motivation for each individual student."
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