چکیده (انگلیسی):

Results from a multiple baseline with changing conditions design across high school students with
Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the
percentage of independent work they completed in their general education biology class after
learning tactile-cued self-monitoring. Students maintained high percentages for completed work
when the rate of tactile cues was faded from 1 per minute to 1 every 5 minutes, as well as when all
tactile cues were withdrawn during a short-term maintenance phase. Moreover, the students
increased their correctly completed work from percentages substantially lower than the mean of
their classmates to percentages that matched and surpassed the mean of their classmates.
Qualitative data indicated that the participants and their co-teachers approved of the tactile-cued
self-monitoring procedures. Results confirm and extend prior research findings that students
improve performance during independent tasks after learning how to use tactile -cued selfmonitoring and that students maintain improvements when the tactile cues are systematically
faded. Although this research was conducted in a secondary school setting, the method also could
be applied to higher education. Postsecondary disability resource center personnel might consider
MotivAider use for students with ADHD and other disabilities that affect the capacity to stay on
task.