The Effect of Responsibility on Adolescents with Attention Deficit Hyperactive Disorder
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Authors
Cohan, Rachel M.
Issue Date
2011
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
On-task and appropriate behaviors have been shown to be vital both in school and the outside
world, particularly for students with attention deficit hyperactive disorder. This study was
conducted to determine whether the responsibility of a classroom job with monetary rewards
would influence the level of on-task and off-task behaviors for students with ADHD within a
Therapeutic Day School. Self-management techniques and self-monitoring techniques are
reviewed, along with token economies as developed by Phillips, Phillips, Fixsen, and Wolf
(1971). The childhood behavioral checklist was employed in order to set baseline data for each
individual student and their most frequent on-task and off-task behavior, as seen by their parents,
guardians, teachers, and aides. The adolescent students (N = 7) earned points for on-task
behavior throughout the day and, if enough were earned, chose jobs to be completed at the end of
their day. Participants remained on the same job assignment for the duration of the experiment,
and continued to receive any medications they received before the study began. It was
hypothesized that giving students a daily job with a financial incentive would encourage them to
focus more on their school tasks and improve their behavior in order to receive the reward of
completing the job, and therefore obtain the money.
Description
iv, 35 p.
Citation
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License
U.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder. All rights reserved.