Date Approved

5-7-1998

Embargo Period

8-10-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Learning disabled teenagers--Education

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to determine if self-monitoring, graphing of on-task behavior time, and the use of a predetermined written action list with self-evaluation of adherence to that action list would increase on-task behavior time during independent study time. The hypothesis was that students in the supplemental instruction program would decrease their incidences of off-task behavior by bringing a predetermined written action list with them to class, self-evaluating adherence to their action list, self-monitoring and graphing their on-task behavior time.

The fifteen students who participated in this study are students who attend Delsea Regional High School, located in Franklinville, New Jersey. Students were instructed on compiling an action list, self-monitoring procedures, and graphing techniques. Students were given practice periods filling out the monitoring forms before data was collected. Their final scores were compared to baseline data. The study included a baseline phase, three intervention phases, three fading phases, and a post observation phase. The results indicated an increase in on-task behavior during all three interventions with the most significant increase occurring during the audio cue intervention.

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