The effects of coaching on mathematics homework completion and accuracy of high school students with attention-deficit/hyperactivity disorder

Donald E. Merriman, Robin S. Codding

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

As many as 30% of children with Attention-Deficit/Hyperactivity Disorder (AD/HD) do not achieve academically at the level predicted by their age or IQ. One of the variables that may contribute to their poor academic performance is homework completion. Unfortunately, a paucity of research has investigated interventions that address homework problems, particularly at the secondary level. The purpose of this study was to investigate the effects of a coaching intervention that incorporated self-monitoring, goal-setting, and systematic fading on the homework completion and accuracy of three high-school students diagnosed with AD/HD. Results suggest that coaching led to improvements across all three students. Performance was maintained during fading and post-treatment for the two students for whom it was examined.

Original languageEnglish (US)
Pages (from-to)339-355
Number of pages17
JournalJournal of Behavioral Education
Volume17
Issue number4
DOIs
StatePublished - Dec 1 2008

Keywords

  • AD/HD
  • Coaching
  • Goal setting
  • Self-monitoring

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