Using self‐monitoring to increase on‐task behaviors of students with attention deficit hyperactivity disorders (ADHD) in inclusive classrooms in Turkey (Türkiye).
Self‐monitoring interventions have been found to be effective in improving the on‐task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predom...
| Publicado en: | Behavioral Interventions Vol. 38; no. 3; pp. 706 - 725 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jul2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164681659&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164681659 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10720847 BUJ jtl: Behavioral Interventions issn: 10720847 maglogo: Y pubinfo: dt: Jul2023 vid: 38 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164681659 163356256 164681659 164681659 10.1002/bin.1946 164681659 ppf: 706 ppct: 19 formats: tig: atl: Using self‐monitoring to increase on‐task behaviors of students with attention deficit hyperactivity disorders (ADHD) in inclusive classrooms in Turkey (Türkiye). aug: au: Sulu, Mehmet D. Martella, Ronald C. Kiyak, Uzeyir Emre affil: Educational Leadership and Advanced Studies, Northern Kentucky University, Highland Heights Kentucky,, USA sug: subj: Attention Deficit Hyperactivity Disorder Students with Disabilities Psychosocial Factors Task Performance and Analysis Self Care Health Behavior Learning Environment Students, Elementary Psychosocial Factors Human Child Turkiye Research Methodology Data Collection Methods Faculty Role Effect Size Student Performance Appraisal Descriptive Statistics Child: 6-12 years ab: Self‐monitoring interventions have been found to be effective in improving the on‐task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self‐monitoring was used to improve the on‐task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple‐baseline across‐participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria‐based effect size [PCES]), the intervention was effective in improving the students' on‐task behaviors. The self‐monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on‐task behaviors of the students. Implications for practice are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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