SELF-MANAGEMENT AS A STRATEGY TO IMPROVE THE CLASSROOM-BEHAVIOR OF ADOLESCENTS WITH ADHD

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-defici t/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgen, a nd Young (1983), the intervention focuses on teaching students to syst ematically rate their own behavior according to the rating of their te acher. Although, historically, selfmanagement strategies based on cogn itive control have not been found to be effective for students with AD HD, strategies based on contingency management have not been widely re ported in the literature. A description of the intervention and two ca se study illustrations are provided. Potential limitations and implica tions for research in using this strategy are discussed.