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
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.
Recommended Citation
Biglin, Susan A,, "A study of a self-monitoring intervention to increase on-task behavior and productivity" (2004). Theses and Dissertations. 1113.
https://rdw.rowan.edu/etd/1113
