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Self-Regulation Interventions for Attention Deficit Hyperactivity Disorder in the Classroom

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  • Gina Martin

    (University of Central Florida,)

Abstract

Attention deficit hyperactivity disorder (ADHD) is a pervasive condition that can negatively affect student behavior and academic performance. The link between impairment of executive function in individuals with ADHD and the need for training in self-regulation could provide the solution for effective school-based interventions. This review addresses the effectiveness of self-monitoring, organization training, and self-management interventions on symptoms of ADHD in the classroom. The studies analyzed include students in various models of support in elementary, middle, and high school. All interventions showed some level of success, with the inclusion of goal setting and parent or teacher involvement being key factors in how well the interventions maintained over time and generalized to academic performance. Limitations of the current studies include small sample size and insufficient data on each intervention across grade levels. Current research findings are discussed, and a direction for future research is recommended.

Suggested Citation

  • Gina Martin, 2021. "Self-Regulation Interventions for Attention Deficit Hyperactivity Disorder in the Classroom," RAIS Conference Proceedings 2021 0065, Research Association for Interdisciplinary Studies.
    • Handle: RePEc:smo:lpaper:0065
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    References listed on IDEAS

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    1. Geraldina F Gaastra & Yvonne Groen & Lara Tucha & Oliver Tucha, 2016. "The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-19, February.
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    More about this item

    Keywords

    ADHD; self-monitoring; self-regulation; self-management; goal setting; organization; school-based intervention;
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