Dissertation/Thesis Abstract

The effects of a self-monitoring practice in a middle school setting
by Floyd, Howard Kelly, Ph.D., The University of Alabama, 2016, 115; 10127902
Abstract (Summary)

The purpose of this study is to determine the effectiveness of a self-monitoring practice in a middle school setting. A total of three participants who received special education services utilized this self-monitoring practice to evaluate their individual behaviors. This investigation took place in an inclusive classroom setting where the participants received instruction from a certified teacher alongside their non-disabled peers. A multiple baseline ABAB design was employed to determine the effectiveness of a cuing procedure on two specific measures; 1.) staying on task and 2.) following directions. The participants recorded data on their individual intervention sheets during the intervention phases. Each of the participants made improvements toward the two specified measures. This investigation revealed that self-monitoring practices can be used to manage students’ behaviors and to assist teachers with classroom management.

Indexing (document details)
Advisor: Siders, Jim
Commitee: Besnoy, Kevin, Freeman, Lee, Myrick, John, Tomek, Sara
School: The University of Alabama
Department: Special Education
School Location: United States -- Alabama
Source: DAI-A 77/10(E), Dissertation Abstracts International
Subjects: Middle School education, Special education
Keywords: Cueing procedure, Inclusive classrooms, Self-determination, Self-monitoring practices, Self-regulation
Publication Number: 10127902
ISBN: 978-1-339-85934-7
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