The Implementation of Self-Management to Improve On- Task Behavior in Children with ADHD

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulty maintaining attention during the learning process, resulting in off-task behavior. This condition negatively affects their participation in classroom activities and academic achievement. Previous studies have shown that self-management is an effective behavioral intervention for improving on-task behavior in children with ADHD. This study aims to analyze the implementation of self-management in improving on-task behavior among children with ADHD based on previously published research findings. The study employed a literature review using the PRISMA approach. Articles were collected through Google Scholar using the keywords self-management, on-task behavior, ADHD, children with ADHD, and behavioral intervention. Articles that met the inclusion criteria were analyzed using content analysis. The findings indicate that the implementation of self-management, particularly through self-monitoring, self-instruction, and self-reinforcement strategies, effectively improves on-task behavior, learning concentration, and classroom engagement among students with ADHD in both inclusive and regular school settings. These findings suggest that self-management is an effective behavioral intervention to support the learning process of children with ADHD.