Document Type
Dissertation
Date of Award
2024
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
William J Sweeney, Ph.D.
Abstract
With the increased prevalence of ADHD and concerns about students’ academic performance, intervention is necessary to increase students’ success in secondary school (Fried et al., 2016; U.S. Department of Health and Human Services, DHHS, n.d.). Otero and Haut (2015) discuss the correlation between on-task behavior and academic achievement. Academic achievement is a predictor of high school completion; therefore, on-task behavior positively contributes to a student’s ability to finish high school. This study evaluated the effectiveness of a self-management strategy to increase on-task behavior in students diagnosed with attention deficit hyperactivity disorder (ADHD) in a general education classroom at the secondary education level. The interventions, including self-monitoring and self-evaluation, were expected to increase student on-task behavior in a language arts classroom with three students diagnosed with ADHD. The experimental design used for this study was ABAB reversal design. The implications were also discussed and indicated that the intervention was successful in increasing on-task behavior and academic engagement. Results of the study indicated the use of a self-management intervention is effective for improving on task behavior with individuals enrolled in special education with co-morbid ADHD in secondary general education classrooms.
Subject Categories
Special Education and Teaching
Keywords
ADHD, attention deficit hyperactivity disorder, on-task behavior, secondary special education, self-management
Number of Pages
134
Publisher
University of South Dakota
Recommended Citation
Kinnunen (Burfeindt), Kelsi Anne, "Increasing on-task behavior and academic engagement with students with attention hyperactivity disorder using self-management approaches in a secondary general education classroom" (2024). Dissertations and Theses. 272.
https://red.library.usd.edu/diss-thesis/272