The Effects of Self-Regulation Program on Assignment Completion in the Classroom of Grade 2 Students with Attention Deficit Hyperactivity Disorder
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Abstract
The objective of this research was to study the effectiveness of the Self-Regulation Program in assisting Grade-2 elementary students with Attention Deficit Hyperactivity Disorder (ADHD) to complete their classroom assignments. The sample group comprises 4 students with ADHD. The sample students were trained under the Self-Regulation Program 1 plan per day during 7.20 – 8.00 hrs., 3 days (Tuesday, Wednesday, Thursday) per week for 4 consecutive weeks. The data was collected in 3 stages: pre-operational stage, during operational stage and post-operational stage. The development of the students' behavior towards accomplishment of classroom assignments was analyzed from their classroom behavior scores as well as qualitative assessment of each individual student. The result of the study revealed that the 4 students with ADHD trained under the Self-Regulation Program increasingly developed the following desirable behaviors: paying attention in class, participating in class activities, and submitting assignments on time. These desirable behaviors were most apparent during the operational stage. They became less apparent in the post-operational stage and least apparent in the pre-operational stage.
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