Self-monitoring of Attention Utilizing Technology for Secondary Students with ADHD

Attention plays an important role in the learning process. Inattention, which is often associated with students who are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), can be a predictor of poor academic achievement. In order to support the need for attention in the learning environment, cognitive strategies should be taught. Evidence-based practices for metacognition and self-regulation provide a means for students to be aware of and regulate their attention in the learning environment. The literature provides evidence that self-monitoring skills improve academic achievement. This study explored the use of self-monitoring, an evidence-based strategy, as a tool for secondary students diagnosed with ADHD. Results of the study demonstrated that utilizing technology to implement an intervention of self-monitoring provided a simplified, productive, cost-efficient approach to supporting attention problems in the secondary school learning environment