Strategies to Support Students with ADHD during Self-Selected Reading: An Evaluation of Token Economy and Self-Monitoring

Students with attention deficit/hyperactivity disorder (ADHD) often face challenges with attention and executive functioning, making it difficult to stay on task during self-selected reading (SSR). These difficulties can hinder academic progress. While research highlights the need for effective strategies to improve on-task behavior, limited studies have focused specifically on self-monitoring and token-economy interventions during SSR. This study investigated the impact of self-monitoring and token-economy strategies on the on-task behavior of students with ADHD during SSR. It aimed to answer the following questions: How do token economy systems and self-monitoring strategies impact on-task behavior for students with ADHD during self-selected reading? The study’s sub-questions were: How does token economy impact on-task behavior for students with ADHD during SSR? How does self-monitoring impact on-task behavior for students with ADHD during SSR? Which strategy is most effective for students with ADHD to stay on-task during SSR? Using a single case design (A-B-A-C-A), four students with ADHD were observed to measure their on-task behavior during SSR under both intervention conditions. Results showed that both strategies effectively improved on-task behavior, though the degree of effectiveness varied by student. The findings show the importance of individualized approaches in supporting students with ADHD. While both interventions were beneficial, neither was universally more effective, reinforcing the need for tailored support based on student-specific needs. This study emphasizes the value of token economy and self-monitoring strategies in promoting on-task behavior during SSR. Future research should examine the long-term impact and external factors influencing the success of these interventions.