Identifier

etd-11082005-201642

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Self-monitoring has been proven to be effective in increasing performance, on task behavior, and homework completion in students with learning disabilities and other academic difficulties. Parent supervision and involvement in homework also has been shown to improve performance. However, the effectiveness of parent vs. self-monitoring of homework completion and test preparation has never been examined in adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). The current study compared the effectiveness of self- and parent-monitoring of homework and study skills completion in middle school students with ADHD. Students were trained in the SQ4R study strategy and homework completion skills. In one group students monitored their own behavior and in the other group parents completed the monitoring. Homework and classroom problems were evaluated using the Homework Problem Checklist (HPC) and the Classroom Performance Survey (CPS). Results indicated that both interventions improved HPC and CPS scores, as well as percent of completed homework.

Date

2005

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Mary Lou Kelley

DOI

10.31390/gradschool_theses.2940

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Psychology Commons

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