THE EFFECTS OF SELF-MONITORING ON CHILDREN WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER WHO ARE RECEIVING PHARMACOLOGICAL INTERVENTIONS/

A MULTIPLE BASELINE DESIGN WAS EMPLOYED FOR THIS STUDY TO ASSESS THE E FFECTS OF USING A SELF-MONITORING PROCEDURE TO ENHANCE ON-TASK BEHAVIO R OF STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER WHO WERE A LREADY RECEIVING PHARMACOLOGICAL TREATMENT. THREE MALE SUBJECTS IN A P UBLIC SCHOOL, AGES 8 TO 11, WERE SELECTED FOR THE STUDY BECAUSE OF THE IR FREQUENT OFF-TASK AND INATTENTIVE BEHAVIORS IN THE CLASSROOM, DESPI TE THEIR RECEIVING PSYCHOSTIMULANT MEDICATION. THE SUBJECTS WERE CLASS IFIED AS HAVING EMOTIONAL/BEHAVIORAL DISORDERS ACCORDING TO CRITERIA E STABLISHED BY THE STATE OF GEORGIA. INTERVENTION INVOLVED TRAINING IN SELF-MONITORING PROCEDURES. A FUNCTIONAL RELATIONSHIP WAS ESTABLISHED BETWEEN INDEPENDENT AND DEPENDENT VARIABLES: ALL 3 SUBJECTS DEMONSTRAT ED AN INCREASE IN ON-TASK BEHAVIOR WHEN SELF-MONITORING WAS UTILIZED. A COMBINATION OF PHARMACOLOGICAL INTERVENTION AND SELF-MONITORING PROC EDURES ENHANCED THE STUDENTS' ON-TASK BEHAVIOR.