Date Approved

5-12-2004

Embargo Period

4-20-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Crites, Steven

Subject(s)

Attention-deficit-disordered children--Case studies; Behavior disorders in children--Treatment; Learning disabled children--Education

Disciplines

Special Education and Teaching

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.

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