Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom

Lena Guderjahn, Andreas Gold, Gertraud Stadler, Caterina Gawrilow

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.

Original languageEnglish
Pages (from-to)397-407
Number of pages11
JournalADHD Attention Deficit and Hyperactivity Disorders
Volume5
Issue number4
Early online date24 Sep 2013
DOIs
Publication statusPublished - Dec 2013

Fingerprint

Attention Deficit Disorder with Hyperactivity
Special Education
Impulsive Behavior
Self-Control
Students

Keywords

  • Children with ADHD
  • Implementation intentions
  • School intervention
  • Self-regulation

Cite this

Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. / Guderjahn, Lena; Gold, Andreas; Stadler, Gertraud; Gawrilow, Caterina.

In: ADHD Attention Deficit and Hyperactivity Disorders, Vol. 5, No. 4, 12.2013, p. 397-407.

Research output: Contribution to journalArticle

Guderjahn, Lena ; Gold, Andreas ; Stadler, Gertraud ; Gawrilow, Caterina. / Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom. In: ADHD Attention Deficit and Hyperactivity Disorders. 2013 ; Vol. 5, No. 4. pp. 397-407.
@article{fcb35d5125554d28bcc4b31524395311,
title = "Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom",
abstract = "Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.",
keywords = "Children with ADHD, Implementation intentions, School intervention, Self-regulation",
author = "Lena Guderjahn and Andreas Gold and Gertraud Stadler and Caterina Gawrilow",
note = "Acknowledgments This research was funded by Robert Bosch Foundation, Stuttgart, Germany, and by the Center for Research on Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany. Electronic supplementary material The online version of this article (doi:10.1007/s12402-013-0117-7) contains supplementary material, which is available to authorized users.",
year = "2013",
month = "12",
doi = "10.1007/s12402-013-0117-7",
language = "English",
volume = "5",
pages = "397--407",
journal = "ADHD Attention Deficit and Hyperactivity Disorders",
issn = "1866-6116",
publisher = "SPRINGER WIEN",
number = "4",

}

TY - JOUR

T1 - Self-regulation strategies support children with ADHD to overcome symptom-related behavior in the classroom

AU - Guderjahn, Lena

AU - Gold, Andreas

AU - Stadler, Gertraud

AU - Gawrilow, Caterina

N1 - Acknowledgments This research was funded by Robert Bosch Foundation, Stuttgart, Germany, and by the Center for Research on Individual Development and Adaptive Education of Children at Risk, Frankfurt, Germany. Electronic supplementary material The online version of this article (doi:10.1007/s12402-013-0117-7) contains supplementary material, which is available to authorized users.

PY - 2013/12

Y1 - 2013/12

N2 - Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.

AB - Children with attention deficit hyperactivity disorder (ADHD) suffer from self-regulation deficits that cause inattention, impulsivity, and hyperactivity. Self-regulation interventions may address these deficits, but to date, only few empirical studies have examined their benefits for children with ADHD in everyday life. The present study investigated three classroom interventions to promote self-regulation and tested their benefit on self-regulatory competencies (assessed with an ADHD questionnaire) in children with ADHD. Students of a special education school for children with ADHD participated in the intervention study that included three sessions (Session 1: Goal Intention or Goal Intention + If-Then Plan; Session 2: Goal Intention + If-Then Plan; Session 3: Goal Intention + If-Then Plan + Self-Monitoring). Teacher-rated self-regulatory competencies were assessed both before and after the intervention sessions. Children with ADHD had better self-regulatory competencies after their first Goal Intention + If-Then Plan Session, but lasting intervention effects were found only when children started with a mere goal intention session.

KW - Children with ADHD

KW - Implementation intentions

KW - School intervention

KW - Self-regulation

U2 - 10.1007/s12402-013-0117-7

DO - 10.1007/s12402-013-0117-7

M3 - Article

C2 - 24062181

VL - 5

SP - 397

EP - 407

JO - ADHD Attention Deficit and Hyperactivity Disorders

JF - ADHD Attention Deficit and Hyperactivity Disorders

SN - 1866-6116

IS - 4

ER -