Een zelfcontrole interventie voor leerlingen met symptomen van ADHD

Groen, Y. (Contributor)

    Activiteit: Professional or public presentationProfessional


    Objectives: Self-monitoring interventions can be applied in the classroom to reduce off-task behavior of students. The objective of this study was to replicate previously found behavioral effects of a self-monitoring intervention in children with symptoms of ADHD, and to explore effects on executive functions. It was hypothesized that off-task behavior would reduce and that the intervention might improve inhibition, working memory and/or attention. Methods: Seven boys in primary special needs education participated in an intervention using an interval timer during math classes to remind them to monitor whether they were still on task. Behavioral effects were assessed by means of observations and teacher ratings before, during and after three intervention weeks (ABA-design), and tested using a GLM repeated measures analysis. Effects on executive functions were assessed pre- and post intervention by means of neuropsychological tests for inhibition, working memory and attention, and analyzed using t-tests. Results: The classroom observations showed a decline in off-task behavior in the intervention period compared to baseline and these effects lasted in the week after cessation of the intervention (post intervention) (p <.001), and both results were confirmed by teacher ratings (p <.001). The effects of the intervention on executive functioning were less consistent than the effect on behavior, and only significant improvements in inhibition were found (p <.001 and p = .047). The teachers as well as students evaluated the intervention mainly as positive. Conclusions: Some students with ADHD-symptoms clearly benefit from a self-monitoring intervention, with an average to large effect on observed classroom behavior. The effect on cognition seems pertained to inhibition. Further research with a control group is necessary to control for a potential testing effect and confounding factors. The evaluations with teachers and students support the promising conclusions and social validity of the intervention.
    EvenementstitelNederlandse Vereniging voor Neuropsychologie (NVN) Voorjaarsconferentie: null
    Mate van erkenningNational