Using self‐monitoring to increase on‐task behaviors of students with attention deficit hyperactivity disorders (ADHD) in inclusive classrooms in Turkey (Türkiye).

Self‐monitoring interventions have been found to be effective in improving the on‐task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self‐monitoring was used to improve the on‐task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple‐baseline across‐participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria‐based effect size [PCES]), the intervention was effective in improving the students' on‐task behaviors. The self‐monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on‐task behaviors of the students. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]