©2010 Stasi Renz 1

Self-Regulation Interventions for Children

with ADHDStasi Renz

University of PittsburghApril 20, 2010

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Positive behavior intervention supports (PBIS) are put in place to manage and prevent behavioral and academic struggles for students.

PBIS are integrated into school wide settings and complied of three tiers: primary, secondary, and tertiary.

Tier placement determines the continuous level of supports needed for students.

Self-regulation interventions can be effective supports used in the PBIS programs

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What is self-regulation?How does it relate to ADHDFour types of self-regulation interventionsHow to implement self-regulation interventionsDo’s and don’ts of these interventionsFAQ’s

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Attention Deficit Hyperactivity Disorder (ADHD) – Difficulty focusing and maintaining attention, controlling motor impulses, and organizing/finishing tasks.

On-task behavior – Attending or participating in activities or assignments during classroom engagements.

Self-regulation – ability to process and control thoughts, feelings, impulses, and behaviors.

Target behavior – behavior that is in need of change and can be measured or observed.

A person’s ability to process and control thoughts, feelings, impulses, and behaviors.Self-regulation interventions student methods use to “manage, monitor, record, and/or assess their behavior or academic achievement (Reid, 2005, p.362).”

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5©2010 Stasi Renz

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ADHD causes self-regulation difficulties for children, specifically in academic and behavioral situations. Self-regulation interventions allows for the child to implement an intervention to help improve their self control with academic and behavioral difficulties.Problems caused by ADHD have shown improvements when self-regulation interventions are implemented.

(Barry & Haraway, 2005; DuPaul & Weyandt, 2006; Reid et al., 2005; Stahr, Cushing, Lane & Fox, 2006).

• Self-monitoring• Self-monitoring plus reinforcement• Self-management• Self-reinforcement

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Observing and recording own behavior

Two most common behaviors to self-monitor are attention and performance

Student may need prompting and support from teacher in order to self assess the given behavior.

(Reid et al., 2005)

Follows the same steps as self-monitoring, but in addition the student receives awards as a reinforcement for completing the target behavior.

(Reid et al., 2005)

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This award was retrieved from http://parenting.leehansen.com/Printables/School/student-awards.htm

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Observing, recording, and evaluating own behaviorTeacher and student work together to decide on focus behaviorBoth monitor and record behavior throughout the day Review their findings together

(DuPaul et al., 2006; Harlacher, Roberts & Merrell, 2006; Reid et al., 2005)

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Similar to self-monitoring plus reinforcement because students receive self-feedback from their observations and recordings. Self-reinforcement differs because it allows the student to determine target behavior goals and self created awards.

(Reid et al, 2005)

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Matt was recently diagnosed with ADHD. Every morning in Matt’s second grade classroom, after the morning routine of the flag salute and announcements, the children are required to complete independent seat work. The teacher consistently notices Matt can not complete the assignments in the allotted time like his fellow classmates. The teacher becomes concerned because Matt has fallen far behind on his independent work.

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In order to implement self-regulation interventions, it is important for teachers first understand the student and their behavioral/academic difficulties.Teachers must understand the student, their strengths, and their struggles.Teachers may conduct an interview with the student to review and discuss their difficulties and/or use direct observation.It is important that the student understands and agrees with the intervention being used and target behavior being addressed.

(Reid et al., 2005; Stahr et al., 2006)

DO:

Be clear and consistent with the intervention’s instructions and expectations

Make eye contact with the student while explaining the intervention.

Introduce the intervention in a positive and helpful manner.

DON’T:

Complicate the explanation of the intervention.

Set your expectations higher than the student’s actual ability.

Assume the child understands the intervention just because you explained it to them.

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Because Matt is having difficulties with his academic performance (morning assignments) the teacher decides to introduce a self-monitoring intervention with him.

She discusses the intervention with Matt and allows him to choose how he wants to monitor his performance.

Matt chooses to monitor the accuracy of his academic task completion everyday after morning work time.

The teacher provides him with a weekly checklist so he is able to visually monitor his work and offers him guidance and praise whenever it may be needed.

With this intervention in place, along with time and practice, Matt will be able to effectively self-monitor his academic performance. Furthermore, he has now become consciously aware of how often he is able to complete his work during the allotted morning assignment time period.

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Q: How common is ADHD in classroom settings?A: ADHD has a prevalence rate of anywhere between 3 to 7%

within a classroom setting (Harlacher et al., 2006)

Q: Can self-regulation interventions benefit all children, or only children with ADHD?

A: Interventions related to self-regulation can be beneficial to implement with any child who is struggling with their self-regulating ability. These interventions can also be implemented within a classroom setting as a classwide intervention so the target children can remain anonymous to their peers (Harlacher et al., 2006).

Q: Are the four interventions presented in this presentation the only known types of self-regulation interventions?

A: No, but these are the four forms of self regulation interventions most commonly implemented and researched (Reid et al., 2005).

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Barry, L. M., & Haraway, D. L. (2005). Self-management and ADHD: A literature review. Behavior Analyst Today, 6(1), 48-64. Retrieved from http://search.ebscohost.com/

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DuPaul, G. J., & Weyandt, L. L. (2006). School‐based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development & Education, 53(2), 161-176. doi:10.1080/10349120600716141

Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD. Teaching Exceptional Children, 39(2), 6-12. Retrieved from http://search.

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Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention Deficit/Hyperactivity disorder. Exceptional Children, 71(4), 361-377. Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=aph&AN=17403801&site=ehost- live

Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8(4), 201-211. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22421823&site=ehost- live