Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
George McCloskey, PhD, Chairperson
Jessica G Kendorski, PhD, NCSP, BCBA-D
Barbara B Williams, PhD
Behavioral-based interventions have long been demonstrated to be effective for
addressing behavioral difficulties for children with ADHD; however, such interventions do not always include explicit procedures to develop self-regulated learning. This is surprising, considering the strong evidence-based literature related to behaviorally-based self-management interventions. Considering the neurocognitive basis of ADHD, current assessment and intervention practices should emphasize the identification of self-regulatory deficits and evidence-based interventions to build such capacities. The current outcome study examined archival data from 12 cases to determine the clinical effectiveness of a function-based self-management intervention model for children diagnosed with ADHD in a community behavioral health program. Considerations related to program implementation and barriers were also reviewed to better inform future implementation of this model. Use of the functional-based multi-element approach with the focus of a self-management intervention was associated with improvements on 10 of 12 cases. Results indicated mostly large to moderate treatment effects, corresponding mean percent change and trend across all cases in at least decreasing one challenging behavior or increasing one prosocial skill. Results of qualitative data indicated that integrating self-management procedures into an existing clinical model was done systematically through the identification of needs, program development and implementation. Themes and barriers emerged related to coordination of clinical support, motivation, issues related integrating self-management on a case by case basis and contextual fit. Data from the current study indicate the effectiveness of self-management interventions integrated into an existing clinical model in a community behavioral health program. A review of the phases, process and barriers related to program implementation are further discussed and offer a model to existing community programs to enhance clinical outcomes for children with ADHD.
Allen, Richard G., "A Self-Regulated Learning Approach for the Remediation of Behavioral Issues in Children with Attention Deficit Hyperactivity Disorder" (2013). PCOM Psychology Dissertations. 275.