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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Biglin, Susan A,"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Crites, Steven"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-12T07:00:00Z","date_published":"2004-05-12T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Attention-deficit-disordered children--Case studies; Behavior disorders in children--Treatment; Learning disabled children--Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1113","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Crites, Steven"]},{"key":"dc:creator","label":"Author","values":["Biglin, Susan A,"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attention-deficit-disordered children--Case studies; Behavior disorders in children--Treatment; Learning disabled children--Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1113"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["A study of a self-monitoring intervention to increase on-task behavior and productivity"]}]}],"canonical_facts":{"dc:contributor":["Crites, Steven"],"dc:creator":["Biglin, Susan A,"],"dc:date.available":["2016-04-20T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1113"],"dc:subject":["Attention-deficit-disordered children--Case studies; Behavior disorders in children--Treatment; Learning disabled children--Education","Special Education and Teaching"],"dc:title":["A study of a self-monitoring intervention to increase on-task behavior and productivity"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:58Z"}