This report describes the results of a self-management program to increase on-task behaviors of students with ADD/ADHD in an inclusive setting in a suburban community in the northeastern United States. Three 8th grade students participated in the study. The students' appropriate responses, inappropriate actions and inappropriate vocalizations were observed prior to and after self-management skills were introduced. The types and frequencies of behavior occurrences that were observed and recorded in the study were appropriate phrases, comments on topic, appropriate voice, inappropriate vocalizations, noises, talking to neighbors, name calling, walking around the room, banging and touching a neighbor, fooling around and drawing during class when other directions had been given.
Baseline data was collected at 10-second intervals for 10 minutes during an uninterrupted period at the beginning of class each day for 2 weeks. Self-management strategies were taught for 3 days and the intervention lasted 15 days. The data showed that students' appropriate responses increased through the use of the self-management strategy. The data supports that self-management is a useful tool for students with ADD/ADHD in an inclusive classroom.
","abstract_html":"<p>This report describes the results of a self-management program to increase on-task behaviors of students with ADD/ADHD in an inclusive setting in a suburban community in the northeastern United States. Three 8th grade students participated in the study. The students' appropriate responses, inappropriate actions and inappropriate vocalizations were observed prior to and after self-management skills were introduced. The types and frequencies of behavior occurrences that were observed and recorded in the study were appropriate phrases, comments on topic, appropriate voice, inappropriate vocalizations, noises, talking to neighbors, name calling, walking around the room, banging and touching a neighbor, fooling around and drawing during class when other directions had been given.</p> <p>Baseline data was collected at 10-second intervals for 10 minutes during an uninterrupted period at the beginning of class each day for 2 weeks. Self-management strategies were taught for 3 days and the intervention lasted 15 days. The data showed that students' appropriate responses increased through the use of the self-management strategy. The data supports that self-management is a useful tool for students with ADD/ADHD in an inclusive classroom.</p>","abstract_has_math":false,"creators":["Grossi, Carolyn M. Porretta"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-04-25T07:00:00Z","date_published":"2002-04-25T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Attention-deficit-disordered children; Behavior therapy for children; Hyperactive children--Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1442","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Grossi, Carolyn M. Porretta"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attention-deficit-disordered children; Behavior therapy for children; Hyperactive children--Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1442"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This report describes the results of a self-management program to increase on-task behaviors of students with ADD/ADHD in an inclusive setting in a suburban community in the northeastern United States. Three 8th grade students participated in the study. The students' appropriate responses, inappropriate actions and inappropriate vocalizations were observed prior to and after self-management skills were introduced. The types and frequencies of behavior occurrences that were observed and recorded in the study were appropriate phrases, comments on topic, appropriate voice, inappropriate vocalizations, noises, talking to neighbors, name calling, walking around the room, banging and touching a neighbor, fooling around and drawing during class when other directions had been given.
Baseline data was collected at 10-second intervals for 10 minutes during an uninterrupted period at the beginning of class each day for 2 weeks. Self-management strategies were taught for 3 days and the intervention lasted 15 days. The data showed that students' appropriate responses increased through the use of the self-management strategy. The data supports that self-management is a useful tool for students with ADD/ADHD in an inclusive classroom.
"]},{"key":"dc:title","label":"Title","values":["Using self-management strategies to increase on-task behavior of students with ADD/ADHD"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Grossi, Carolyn M. Porretta"],"dc:date.available":["2016-05-16T07:00:00Z"],"dc:description.abstract":["This report describes the results of a self-management program to increase on-task behaviors of students with ADD/ADHD in an inclusive setting in a suburban community in the northeastern United States. Three 8th grade students participated in the study. The students' appropriate responses, inappropriate actions and inappropriate vocalizations were observed prior to and after self-management skills were introduced. The types and frequencies of behavior occurrences that were observed and recorded in the study were appropriate phrases, comments on topic, appropriate voice, inappropriate vocalizations, noises, talking to neighbors, name calling, walking around the room, banging and touching a neighbor, fooling around and drawing during class when other directions had been given.
Baseline data was collected at 10-second intervals for 10 minutes during an uninterrupted period at the beginning of class each day for 2 weeks. Self-management strategies were taught for 3 days and the intervention lasted 15 days. The data showed that students' appropriate responses increased through the use of the self-management strategy. The data supports that self-management is a useful tool for students with ADD/ADHD in an inclusive classroom.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1442"],"dc:subject":["Attention-deficit-disordered children; Behavior therapy for children; Hyperactive children--Education","Special Education and Teaching"],"dc:title":["Using self-management strategies to increase on-task behavior of students with ADD/ADHD"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}