Game-Based Self-Management: Addressing Inattention during Independent Reading and Written Response. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Harrison, Judith R.; Kwong, Courtney; Evans, Steven W.; Peltier, Corey; Mathews, Leslie; Chatman, Tasia
• Is Part Of: Journal of applied school psychology. Volume 36:Issue 1(2020)
• Page Start: 38
• Page End: 61
• Publication Date: 2020-01-02
• Subjects: Attention deficit hyperactivity disorders -- ADHD -- self-management -- intervention -- accommodation; Educational psychology -- Periodicals; Education, Special -- Periodicals; 370.15
• DOI: 10.1080/15377903.2019.1660748
• Languages: English
• ISSNs: 1537-7903

Abstract

Abstract: Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6 th and 7 th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.