The Effect of Self-Monitoring Instruction on the Behavior of Secondary Students with ADHD

Nearly 9.5% of school-age children are diagnosed with Attention Deficit Hyperactivity Disorder, or ADHD, which manifests as inattentiveness and difficulty controlling impulses. These students experience a higher than average risk of failure in school and exhibit higher levels of “risky” behaviors, leading to higher dropout rates and exclusion than their neurotypical peers (Barkley, 2016). Children with ADHD must be taught strategies for coping with the disorder in order to experience success at school and in their later life. This study explored a method of teaching students with ADHD how to monitor their own behavior and found that use of a coaching protocol can increase time on-task for students with ADHD who are motivated to increase their expected classroom behaviors.