MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Committee Member 1
Kuder, Sydney J.
School Wide Positive Behavior Support System, on-task behavior, alternative high school, academic performance
Self-monitoring; Learning disabled teenagers
Special Education and Teaching
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.
Wojceichowski, Joseph, "The effectiveness of using self-monitoring, in conjunction with a school-wide positive behavior support system, to increase on-task behavior and academic performance of alternative high school students with disabilities" (2017). Theses and Dissertations. 2427.