Academic Self-Regulation in Three Children with ADHD

Abstract

The current research aimed to submit a proposal for an intervention based on behavior modification training in academic self-regulation program for elementary school students in order to improve their academic performance. The program was developed through a quantitative methodology in which data were collected through field observations, interval rate records, permanent products and the application of the Self-Regulation Assessment in School Activities Questionnaire (Flores & Cerino, 2000); 22 sixth-grade students participated, divided into two groups (experimental/control) from an urban private elementary school in Merida, Yucatan, Mexico. Within the experimental group, work was focused on three children with disorder Attention Deficit (ADD) and disorder attention deficit with hyperactivity (ADHD) through behavior modification to ensure greater control over their learning process. The results show the effectiveness of the intervention in the students, since it is possible to increase self-regulation in the academic field. From the improvements found in academic performance, it can be concluded that the knowledge of students about their own ability in problem solving and supporting actions that impact on their tasks’ outcomes, are aspects that make a difference have an effect on the academic performance which is reflected in the scorings.