Date Approved

5-19-2008

Embargo Period

3-22-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Classroom management; Students with disabilities

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to examine the effects of self-management strategies to reduce the inappropriate calling out behavior and replace with an appropriate behavior, raising hands. A total of nine high school students attending a math class in the special education classroom participated in the study. A single subject research design with ABC phases was used. During Phase A, the observer recorded student calling-out behavior in each math class for four weeks as baseline data. During Phase B, students were given instruction on self-management to record their own behavior for four weeks. During Phase C, the self-management strategy was not required for students and their behavior occurrences were continued to be recorded. The results show that all participating students increased their appropriate behavior of raising hands and decreased the inappropriate behavior of calling out in the classroom.

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