Self-instructions.

Evidence: self-instructional training (Meichenbaum & Goodman, 1971) teaches children to guide their own behaviour through verbal self-regulation. Reid et al. (2005) reviewed self-regulation interventions for children with ADHD. Orjales (1999) adapted the method for Spanish-speaking classrooms. Evidence that its effects last and carry over to other situations is limited (Abikoff, 1991), so it is best combined with other supports.

Meichenbaum, D. & Goodman, J. (1971). J. of Abnormal Psychology, 77(2). · Abikoff, H. (1991). Cognitive training in ADHD children: less to it than meets the eye. J. of Learning Disabilities, 24(4). · Reid, R., Trout, A.L. & Schartz, M. (2005). Self-regulation interventions for children with ADHD. Exceptional Children, 71(4). · Orjales, I. (1999). Déficit de Atención con Hiperactividad. CEPE.

Level of evidence: C (widespread practice, without solid evidence). Basis: Self-instruction training (Meichenbaum & Goodman, 1971; Reid et al., 2005). Limits: Evidence that its effects last and generalise is limited (Abikoff, 1991); it works better combined with other supports.