Doctor of Philosophy (PhD)
Attention-Deficit/Hyperactivity Disorder (ADHD), though commonly diagnosed in childhood, continues to present with problematic symptoms through adolescence and adulthood (Barkley, Fischer, Edelbrock, & Smallish, 1990; Young & Amarasinghe, 2010). Despite the number of adolescents suffering from ADHD and the detrimental effects the symptoms can have on their lives, there is a paucity of research in interventions tailored to this population (Young & Amarasinghe, 2010). Additionally, an even smaller portion of this research addresses daily routines for adolescents, despite findings that maintaining routines are often very difficult for adolescents with ADHD (Bloomquist, 2005; Coghill et al., 2008; Pfiffner et al. 2007; Robin, 1998;). Given this dearth of research, the purpose of this study was to evaluate whether adolescents with ADHD would improve in adherence to daily routines and homework problems with self-monitoring. Parents and adolescents received training in self-monitoring of daily behavior, including homework behavior, to address everyday difficulties that are common amongst adolescents diagnosed with ADHD. Results indicated that self-monitoring is an acceptable and promising method for improving routines related to school and discipline, as well as improving homework problems by adolescent report. Limitations and future research directions are also discussed.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Geary, Meghan Ann, "Improving routines : self-monitoring by adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder" (2013). LSU Doctoral Dissertations. 845.
Kelley, Mary Lou