Self-Regulation Interventions for Children with Attention Deficit/hyperactivity Disorder

By R. Reid, A. Trout, Michalla Schartz. 2005

368 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e0a5b0caa2676961938d914ac4df818da65db9e

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Citations in the corpus

Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder (2006, background): “Self-regulation components that have demonstrated effectiveness with children with ADHD (Reid et al., 2005) are an integral part of SRSD interventions.”
Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescents With Attention Deficit Hyperactivity Disorder (2007, background): “In fact, in a comprehensive review of self-management intervention studies targeting students with ADHD, Reid, Trout, and Schartz (2005) obtained a combined effect size of greater than 1.0 for these interventions in relation to changes in on-task behavior, disruptive activity, and task completion.”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, background): “Researchers have reported that students with ADHD often perseverate and make perseverative errors (Reid et al., 2005).”
Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination (2009, background): “Electronic inquiries may be sent to david_parker@wustl.edu. tion (Barkley, 1997; Reid, Trout, & Schartz, 2005).”
The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996–2010 (2012, background): “Reid et al. (2005) obtained similarly large effect sizes (all 1.0) in their meta-analysis of self-regulation interventions for students with ADHD.”
Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities (2007, background): “Previous literature reviews have examined the effects of self-determination interventions (e.g., Algozzine et al., 2001; Reid et al., 2005; Shogren et al., 2004; Test et al., 2005), but they examined the effects on a range of target behaviors (e.”
Handbook of Self-Regulation of Learning and Performance (2011, background): “, students with attentional and emotional challenges) self-monitoring has been combined with external reinforcers to enhance effects (Reid et al., 2005).”
Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice (2009, background): “Self-monitoring of attention (SMA) and self-monitoring of performance (SMP) are commonly used in the field of education to help students self-manage their behaviors (Reid et al. 2005).”
ADHD in the Classroom: Effective Intervention Strategies (2011, background): “Self-monitoring has been used successfully to promote other behaviors (e.g., on-task, classwork completion) and with a variety of age groups; this is a particularly effective strategy for students with milder levels of ADHD (for review, see Reid et al., 2005).”