Journal of College Teaching & Learning – Fourth Quarter 2014 Volume 11, Number 4 Copyright by author(s); CC-BY 181 The Clute Institute Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder Catherine Morrison, University of Hawai’i, USA Dennis McDougall, University of Hawai’i, USA Rhonda S. Black, University of Hawai’i, USA Margaret E. King-Sears, George Mason University, USA ABSTRACT Results from a multiple baseline with changing conditions design across high school students with Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the percentage of independent work they completed in their general education biology class after learning tactile-cued self-monitoring. Students maintained high percentages for completed work when the rate of tactile cues was faded from 1 per minute to 1 every 5 minutes, as well as when all tactile cues were withdrawn during a short-term maintenance phase. Moreover, the students increased their correctly completed work from percentages substantially lower than the mean of their classmates to percentages that matched and surpassed the mean of their classmates. Qualitative data indicated that the participants and their co-teachers approved of the tactile-cued self-monitoring procedures. Results confirm and extend prior research findings that students improve performance during independent tasks after learning how to use tactile-cued self- monitoring and that students maintain improvements when the tactile cues are systematically faded. Although this research was conducted in a secondary school setting, the method also could be applied to higher education. Postsecondary disability resource center personnel might consider MotivAider use for students with ADHD and other disabilities that affect the capacity to stay on task. Keywords: Attention Deficit Hyperactivity Disorder; Independent; Self-Monitoring; Tactile-Cued INTRODUCTION cademic performance of students with Attention Deficit Hyperactivity Disorder (ADHD) on routine class work and homework typically lags behind the performance of peers who do not have ADHD (Harris, Friedlander, Saddler, Frizzelle, & Graham, 2005). Students with ADHD can be easily distracted and underperform while doing academic tasks in general education (GE) classrooms, setting the stage for detrimental short- and long-term outcomes (Sherman, Rasmussen, & Baydala, 2008). Compared to same-age peers without ADHD, individuals with ADHD are (a) at greater risk for lower reading and mathematics test scores; (b) have lower grade point averages; (c) have higher grade retention and more special education referrals; (d) are 2.7 times more likely to drop out of school; € have a lower level of college enrollment (Basch, 2011; DuPaul & Stoner, 2003); and (f) achieve less success occupationally (Biederman et al., 2008). Research about students with ADHD is more prevalent for younger children versus adolescents, leaving gaps in the evidence base from which educators can access interventions (Evans, Serpell, Schultz, & Pastor, 2007; Schultz, Evans, & Serpell, 2009). Becoming more independent on oneself and less reliant on others are important goals for students with ADHD in school settings. A