Date Approved

6-2-2017

Embargo Period

6-2-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Keywords

School Wide Positive Behavior Support System, on-task behavior, alternative high school, academic performance

Subject(s)

Self-monitoring; Learning disabled teenagers

Disciplines

Special Education and Teaching

Abstract

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.

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