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Self-Management as a Strategy to Improve the Classroom Behavior of Adolescents with ADHD

Edward S. Shapiro is currently professor and coordinator of School Psychology and chairperson of the Department of Education and Human Services at Lehigh University in Bethlehem, Pennsylvania. His research interests include curriculum-based assessment, interventions for inclusion of students with emotional and behavioral disorders in general classrooms, behavioral assessment, and the integration of health care and psychological services within school settings.

George J. DuPaul, PhD

George J. DuPaul is an associate professor and coordinator of the School Psychology Program at Lehigh University. His research interests include disruptive behavior disorders, school-based interventions for students with ADHD, and early intervention for young children with behavior disorders.

Kathy L. Bradley-Klug, PhD

Kathy L. Bradley-Klug is an assistant professor of school psychology in the Department of Psychological and Social Foundations at the University of South Florida, Tampa. Her research interests include assessment and intervention for students with attention-deficit/hyperactivity disorder, cognitive-behavioral interventions, and the use of curriculum-based assessment in educational decision making. Address: Edward S. Shapiro, College of Education, Lehigh University, 111 Research Dr., Bethlehem, PA 18015 (e-mail: ESS2@lehigh.edu).

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

Journal of Learning Disabilities, Vol. 31, No. 6, 545-555 (1998)
DOI: 10.1177/002221949803100604


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