Identifier

etd-04122012-200549

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

The current study examined the confined, combined and collateral effects of a daily report card (DRC) and a homework self-monitoring intervention (HSM). Four 4th or 5th grade students with ADHD, who often had problems staying on task and completing classwork and homework accurately were randomly assigned to one of two conditions in a multiple baseline design. Initially each student received either a DRC or HSM and was then given whichever intervention they had not yet received in addition. As expected, both the DRC and HSM improved the initially targeted behavior as found in previous research; the DRC improved on task behavior and classwork completion and accuracy and the HSM intervention improved homework completion and accuracy. Partial collateral effects were found, with improved homework completion and accuracy following implementation of a DRC and improved on task behavior, classwork completion and accuracy following HSM. Students had additional improvement when a second intervention was combined with the first, resulting in a greater reduction of problem behavior overall.

Date

2012

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Kelley, Mary Lou

DOI

10.31390/gradschool_theses.139

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Psychology Commons

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