Date Approved
4-29-1996
Embargo Period
9-7-2016
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)
Children with mental disabilities--Behavior modification; Self-management (Psychology)
Disciplines
Special Education and Teaching
Abstract
Can the use of self-management techniques be effective in reducing the off-task behaviors of multiply handicapped students? For the purposes of this study, multiply handicapped students were defined as mentally retarded and the method of self-management used was self-recording. Three students out of a class of ten were chosen based on a teacher rating scale. The lowest averaged scores determined which students were off-task the most. In addition, a multiple baseline design measured the occurrence and non-occurrence of nine target behaviors, three per student.
The results showed self-recording to be an effective intervention in eight out of the nine targeted behaviors(89%).
Despite the students' low levels of cognitive functioning, all of the students learned to self-record specific behaviors with an accuracy rating ranging from 72-95%. Therefore, self-recording may be a viable option to reduce the off-task behaviors of mentally retarded students.
Recommended Citation
Rosenthal, Lori M., "Can the use of self-management techniques be effective in reducing the off-task behaviors of multiply handicapped students?" (1996). Theses and Dissertations. 2202.
https://rdw.rowan.edu/etd/2202
