A study of a self-monitoring intervention to increase on-task behavior and productivity

<p>The subject of this study was an eleven year old Hispanic boy from an inner city elementary school. Subject was taught to observe his on-task behavior and rate his performance using a rubric. Intervention was conducted in a general education inclusion class consisting of six students with special needs and eleven regular education students. Inclusion model consisted of co-teaching during the mathematics class and small homogeneous grouping for Language Arts Literacy. Results of this study indicate that self-monitoring, when applied in a structured classroom with positive reinforcements, is an effective approach for students with mild disabilities to gain a better understanding of appropriate behaviors and to acknowledge their responsibility in the behavioral choices they make.</p>

Name thesis:degree_name

M.A. in Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2004

Author dc:creator

• Biglin, Susan A,

Contributors dc:contributor

• Crites, Steven

• Attention-deficit-disordered children--Case studies; Behavior disorders in children--Treatment; Learning disabled children--Education
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1113

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2113