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ERIC Number: EJ1181816
Record Type: Journal
Publication Date: 2018-Jul
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0033-3085
A Critical Review of Self-Regulated Learning Interventions for Children with Attention-Deficit Hyperactivity Disorder
Reddy, Linda A.; Cleary, Timothy J.; Alperin, Alexander; Verdesco, Arielle
Psychology in the Schools, v55 n6 p609-628 Jul 2018
School practitioners and educators are frequently challenged by the diverse and pervasive academic and behavioral needs of children at risk for and with attention-deficit hyperactivity disorder (ADHD). This paper examines the outcome literature on self-regulated learning (SRL) interventions for youth with ADHD by systematically reviewing the key intervention components and methodologies used. A total of 34 investigations, including 297 children and adolescents, were reviewed and coded on 34 variables across two dimensions (i.e., intervention components and methodology). In general, SRL interventions can be represented in terms of a three-phase model of SRL that includes forethought, performance control, and self-reflection processes. In this review, the vast majority of the published literature used single-case design studies with a singular focus on the phase of performance control. Weaknesses of the existing literature include a lack of follow-up data, attrition data, demographic information about teachers or other adult participants, and diversity in the sample. Strengths of the outcome literature are that a majority of the studies reported inclusion/exclusion criteria for samples, the criteria used to diagnose children as ADHD, and clinical significance for assessing treatment outcomes. Findings are discussed in relation to previous research, as well as directions for research and practice.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A