| Title: |
Self-Monitoring by College Students With ADHD: The Impact on Academic Performance |
| Authors: |
Scheithauer, Mindy C.; Kelley, Mary L. |
| Source: |
Journal of Attention Disorders ; volume 21, issue 12, page 1030-1039 ; ISSN 1087-0547 1557-1246 |
| Publisher Information: |
SAGE Publications |
| Publication Year: |
2014 |
| Description: |
Objective: There is a lack of empirically supported treatments for college students with ADHD and academic deficits. The current study evaluated self-monitoring, an intervention that may improve academics in children with ADHD, with a college sample diagnosed with ADHD. Method: Fifty-three participants were recruited, 41 of which completed the study and are included in the analyses. Participants were randomly assigned to a group that received study skills instruction, goal setting, and self-monitoring instruction (SM+ group; n = 22) or a group that received only study skills and goal setting (SM− group; n = 19). Results: Participants in the SM+ group demonstrated significant improvement in their ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment. These improvements were not significant for the SM− group. Conclusion: These findings suggest that self-monitoring might be used to improve academic performance in college students with ADHD. |
| Document Type: |
article in journal/newspaper |
| Language: |
English |
| DOI: |
10.1177/1087054714553050 |
| Availability: |
https://doi.org/10.1177/1087054714553050; https://journals.sagepub.com/doi/pdf/10.1177/1087054714553050; https://journals.sagepub.com/doi/full-xml/10.1177/1087054714553050 |
| Rights: |
https://journals.sagepub.com/page/policies/text-and-data-mining-license |
| Accession Number: |
edsbas.FF0509B9 |
| Database: |
BASE |