Implementing Self-Management to Improve Learning Focus in Children with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining focus during classroom learning. Limited concentration and challenges in completing tasks independently remain major concerns. This study aims to examine the effectiveness of behavior-based self-management interventions in improving learning focus in children with ADHD. The study employed a literature review method by analyzing 10 relevant national journal articles published up to 2019. The scoping review identified four main themes: enhancement of learning focus through self-management techniques, strengthening of learning independence, development of learning discipline through time management, and increased motivation through improved self-control. The findings indicate that self-management interventions are effective in improving learning focus, classroom engagement, and task completion independence among children with ADHD. Identified research gaps highlight the need for long-term studies and stronger collaborative involvement between schools and families to ensure the sustainable implementation of self-management strategies.