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
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.
Recommended Citation
Chamberlin, Paula, "The effects of self-monitoring, an action list, and graphing on on-task behavior" (1998). Theses and Dissertations. 1925.
https://rdw.rowan.edu/etd/1925
