Date Approved

6-2-2017

Embargo Period

6-2-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Self-monitoring; Learning disabled teenagers

Disciplines

Special Education and Teaching

Abstract

The purpose of this study is to: (a) examine the effectiveness of using self-monitoring in conjunction with SWPBS to increase on-task behavior, (b) examine the effectiveness of using self-monitoring in conjunction with SWPBS to increase academic performance of alternative high school students with disabilities, and (c) evaluate if students are pleased with self-monitoring in conjunction with SWPBS. Five alternative high school students classified with a variety of disabilities participated in this study. Using a single subject ABAB design, the intervention was implemented for 40 minute class periods in a pull-out replacement classroom. During Baseline 1 & 2, the special education teacher collected data of on-task behavior and academic performance for one week. During intervention, students self-monitored their on-task behavior and performance on academic tasks. Results indicate that all participants increased their on-task behavior and performance on academic tasks. Additionally, students felt self-monitoring helped them improve their on-task behavior but were unsure if they would use the intervention again.

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