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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
Original Paper

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.

Keywords

AD/HD Goal setting Self-monitoring Coaching 

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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.Educational Psychology ProgramCity University of New York Graduate School and University CenterNew YorkUSA
  2. 2.Department of Counseling and School PsychologyUniversity of Massachusetts BostonBostonUSA

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