Master of Arts (MA)
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.
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Grant, Stephanie M., "Parental involvement in improving academic success for students with ADHD: a comparison of daily behavior report cards and homework self-monitoring" (2012). LSU Master's Theses. 139.
Kelley, Mary Lou