Comparison of the Effectiveness of Effective Teaching Strategies Training and Behavior Management Program on Academic Achievement, Self-Management, and Self-Regulation in Students with Attention Deficit Hyperactivity Disorder
Keywords:
Effective teaching strategies, behavior management, academic achievement, self-management, self-regulationAbstract
This study aimed to compare the effectiveness of effective teaching strategies training and behavior management program on academic achievement, self-management, and self-regulation in students with attention-deficit/hyperactivity disorder (ADHD). This quasi-experimental study employed a pretest–posttest control group design with a five-month follow-up. The statistical population included all elementary students diagnosed with ADHD in Miandoroud County during the 2023–2024 academic year. A total of 30 students were selected through convenience sampling and randomly assigned to three groups (15 each): effective teaching strategies, behavior management, and control. The intervention groups received eight sessions of training, while the control group received no intervention. Data collection tools included average scores in core subjects, the Self-Management Skills Questionnaire (Houghton & Neck, 2002), and the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc test via SPSS-27. Results indicated that both the effective teaching and behavior management interventions significantly improved academic achievement, self-management, and self-regulation compared to the control group (p < .001). Furthermore, effective teaching strategies training showed greater impact than behavior management across all dependent variables. Both interventions are recommended as beneficial strategies to enhance academic performance and self-regulatory skills in students with ADHD, with effective teaching strategies showing superior results in cognitive–academic domains.
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