Date of Completion


Embargo Period



self-monitoring, goal-setting, disruptive behavior, ADHD, Attention-Deficit/Hyperactivity Disorder

Major Advisor

Dr. Melissa A. Bray, Ph.D.

Associate Advisor

Dr. Susannah R. Everett, Ph.D.

Associate Advisor

Dr. Mallory C. Cappabianca, Ph.D.

Field of Study

Educational Psychology


Doctor of Philosophy

Open Access

Open Access


This study sought to investigate the effects of a self-monitoring with goal-setting intervention on students’ disruptive behavior. A multiple baseline A-B-BC design was implemented across five elementary school-aged participants diagnosed with ADHD to examine the use of a behavioral intervention combining self-monitoring and goal-setting techniques to decrease disruptive behavior. The results of this study suggest that self-monitoring with goal-setting appears to be an effective intervention package for decreasing the disruptive behavior of students with ADHD and that these behavioral decreases sustain after intervention completion. Results also suggest moderate benefits of the use of a self-monitoring with goal-setting intervention over a self-monitoring intervention. Teacher ratings suggest that the self-monitoring with goal-setting package is moderately acceptable for classroom use. However, the limitations of this study make definitive conclusions about the intervention’s effectiveness difficult. These limitations should be addressed in future research.