Abstract Self-management is a strategy with emerging evidence of effectiveness that has been utilized to address impairment associated with attention deficit hyperactivity disorder (ADHD); however, few studies have been conducted with students with ADHD. The results of the minimal research available suggests that self-management with youth with ADHD is less robust than with students without ADHD. Gamification of self-management tools has the potential to increase positive outcomes with young adolescents with ADHD. The present study utilized a withdrawal design (ABAB) with four 6th and 7th grade students with ADHD to evaluate the effectiveness of a game-based self-management application on task engagement, accuracy, and completion in reading. Results indicated a functional relationship between game-based self-management and task engagement, accuracy, and completion with moderate to large effects overall (Tau-U, NAP, BC-SMD). Implications are discussed.

中文翻译：

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基于游戏的自我管理：解决独立阅读和书面回应中的注意力不集中

摘要自我管理是一种具有新的有效性证据的策略，已被用于解决与注意力缺陷多动障碍（ADHD）相关的损伤。然而，很少有多动症的学生进行研究。最少的研究结果表明，患有多动症的年轻人的自我管理能力不如没有多动症的学生。自我管理工具的游戏化有可能增加患有ADHD的青少年的积极结果。本研究利用四名六年级和七年级ADHD学生的退出设计（ABAB）来评估基于游戏的自我管理应用程序在任务参与，准确性和阅读完成方面的有效性。结果表明，基于游戏的自我管理与任务投入之间存在功能关系，准确度和完整度，并具有中等到较大的整体效果（Tau-U，NAP，BC-SMD）。讨论了含义。