Abstract
Self-managed interventions can be especially beneficial during the adolescent years, as expectations of a child’s academic independence increase. Self-monitoring, a type of self-managed intervention, has been used to assess problem behaviors, evaluate treatment effectiveness, promote behavior change, and increase homework production. Goal-setting, another form of self-management has been associated with improvements in behavior, academics, and homework. However, no known studies have compared the effectiveness of self-monitoring and goal-setting homework interventions in ADHD adolescents. The current study compares two self-managed interventions, goal-setting and self-monitoring, in an attempt to determine their effectiveness with ADHD adolescents with problematic homework behavior. Participants were trained in establishing a structured homework routine and taught one of two student-managed homework interventions in which they either monitored their homework routine and homework completion or monitored their homework-specific goal achievement. Homework problems, as defined by the Homework Problem Checklist (HPC), and teacher-reported homework grades were monitored. No significant treatment effects were observed. Finding implications are discussed.
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