Abstract
Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
