The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder

Amy Blicha, Phillip J. Belfiore


This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the
level of independent homework task completion for an elementary-age student with attention deficit
hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a
consistent increase and stability in homework task completion following the introduction of a vibrating alarm
wristwatch and a self-monitoring homework routine checklist. Stable homework performance continued through
the 5-month follow-up, as well as following a termination and change in medications which occurred during
month two and three of the follow-up phase. Additionally, academic performance as measured by mathematics
and language arts school term grades showed improvement. Results are discussed in light of parents as active
co-problem-solvers, the role of applied behavioral action research, and the efficacy of self-management with
students with ADHD.

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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