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ISSN : 1229-0688
The present study aimed to examine the efficacy of a new self-management skills intervention to address academic underachievement of adolescents with ADHD. The self-management skills delivered in the program are consisted of goal-setting, time-management, organization, and planning skills defined as goal-directedness skills by authors. Adolescents producing 90th percentile above on the K-CBCL and their parents completed the 4-week intervention program. Adolescents in the group showed significant improvements in goal-directedness skills and self-regulated learning ability after the intervention and those improvement was maintained at 4-week follow-up. They also exhibited pre-post gains on GPA, independent learning time and independent learning performance index. Adolescents and their parents in the intervention group reported high treatment acceptability. Finally, implications and limitations of this study are discussed.
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