東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD./
作者:	Donham, Ashley Michele.
面頁冊數:	1 online resource (140 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29210148click for full text (PQDT)
ISBN:	9798837548840

Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD.
Donham, Ashley Michele.

Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD. - 1 online resource (140 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--University of California, Riverside, 2022.

Includes bibliographical references

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to have difficulty regulating their emotions and behaviors, which can have adverse academic and social effects (e.g., academic underachievement, failing grades, grade retention, suspensions, expulsions, school dropout, and peer rejection). Possible interventions that have demonstrated effectiveness with students with ADHD and are feasible to implement in the school setting are self-monitoring interventions. Direct Behavior Rating-Single Item Scales (DBR-SIS), a common behavioral assessment tool, has recently been adapted into a format that facilitates a self-monitoring intervention approach that can be easily adopted by educators supporting student behavioral challenges. This study evaluates the effects of this approach. Using a multiple baseline design across participants, five middle school students with ADHD participated in a DBR self-monitoring intervention focusing on their academic engagement, respect, and disruptive behavior during a targeted class period. Each day, the student and the teacher rated the student's engagement in the three target behaviors using the DBR-SIS form, discussed the student's behavior, and performance feedback was provided to the student. Four out of five students experienced increases in academic engagement and respectful behavior, and three out of five students experienced decreases in disruptive behavior. Further, results indicated that the intervention was feasible and acceptable to teachers and students. This study has implications for practitioners and intervention planning for middle schoolers with ADHD. Results also provide further support for the use of the DBR-SIS measure for assessment and intervention purposes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837548840Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

ADHDIndex Terms--Genre/Form:

542853
Electronic books.

Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD.
LDR:03111nmm a2200385K 4500 001 2355908
005 20230530061504.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798837548840
035 $a (MiAaPQ)AAI29210148
035 $a AAI29210148
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Donham, Ashley Michele. $3 3696371
245 1 0 $a Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers with ADHD.
264 0 $c 2022
300 $a 1 online resource (140 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Lussier, Catherine.
502 $a Thesis (Ph.D.)--University of California, Riverside, 2022.
504 $a Includes bibliographical references
520 $a Students with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to have difficulty regulating their emotions and behaviors, which can have adverse academic and social effects (e.g., academic underachievement, failing grades, grade retention, suspensions, expulsions, school dropout, and peer rejection). Possible interventions that have demonstrated effectiveness with students with ADHD and are feasible to implement in the school setting are self-monitoring interventions. Direct Behavior Rating-Single Item Scales (DBR-SIS), a common behavioral assessment tool, has recently been adapted into a format that facilitates a self-monitoring intervention approach that can be easily adopted by educators supporting student behavioral challenges. This study evaluates the effects of this approach. Using a multiple baseline design across participants, five middle school students with ADHD participated in a DBR self-monitoring intervention focusing on their academic engagement, respect, and disruptive behavior during a targeted class period. Each day, the student and the teacher rated the student's engagement in the three target behaviors using the DBR-SIS form, discussed the student's behavior, and performance feedback was provided to the student. Four out of five students experienced increases in academic engagement and respectful behavior, and three out of five students experienced decreases in disruptive behavior. Further, results indicated that the intervention was feasible and acceptable to teachers and students. This study has implications for practitioners and intervention planning for middle schoolers with ADHD. Results also provide further support for the use of the DBR-SIS measure for assessment and intervention purposes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 516693
650 4 $a Middle school education. $3 969762
650 4 $a Disability studies. $3 543687
653 $a ADHD
653 $a Direct behavior ratings
653 $a School-based intervention
653 $a Self-monitoring
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0529
690 $a 0201
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of California, Riverside. $b Education. $3 1679169
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29210148 $z click for full text (PQDT)