{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1844"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1844","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Improving routines : self-monitoring by adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Geary, Meghan Ann"],"institution":"Psychology","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:25Z","subjects":["intervention","routines","adolescence","Attention-Deficit/Hyperactivity Disorder","homework problems"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07272013-132302","https://repository.lsu.edu/gradschool_dissertations/845"],"render_values":[{"text":"etd-07272013-132302","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/845","href":"https://repository.lsu.edu/gradschool_dissertations/845","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.845","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Geary, Meghan Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-07-12"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:10:11Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["intervention","routines","adolescence","Attention-Deficit/Hyperactivity Disorder","homework problems"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-07272013-132302","10.31390/gradschool_dissertations.845","https://repository.lsu.edu/gradschool_dissertations/845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Improving routines : self-monitoring by adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder"]}]}],"canonical_facts":{"dc:creator":["Geary, Meghan Ann"],"dc:date":["2013-07-12"],"dc:date.available":["2022-05-12T23:10:11Z"],"dc:description.abstract":["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."],"dc:identifier":["etd-07272013-132302","10.31390/gradschool_dissertations.845","https://repository.lsu.edu/gradschool_dissertations/845"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["intervention","routines","adolescence","Attention-Deficit/Hyperactivity Disorder","homework problems"],"dc:title":["Improving routines : self-monitoring by adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Psychology"]},"updated_at":"2026-07-24T02:58:25Z"}