Date Approved

5-22-2018

Embargo Period

5-22-2018

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.

Third Advisor

Xin, Joy

Subject(s)

Self-monitoring; Learning disabled children--Behavior modification

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to analyze the effect of choice on self-monitoring systems with students in first and second grade with disabilities. Specifically the study analyzed the effects of self-monitoring and choice on (a) on task behaviors and (b) academic achievement. Moreover, student satisfaction with self-monitoring and choice of self-monitoring were evaluated for social validity. Four students participated in the study, one female and one male first grade student and one female and one male second grade student. Three students were classified Specific Learning Disability and one student was classified Communication Impaired. The design of this research was single-subject multiple baseline across participants. During the baseline phases, students completed independent practice. After a teacher-led discussion, students were given a self-monitoring system to use while completing their work. Two different self-monitoring systems were implemented as an intervention, self-monitoring of attention (SMA) and self-monitoring of performance (SMP). During the last intervention phase, students were allowed to choose what self-monitoring system they wanted to use. Results show that students were the most on task and achieved more academically when SMP was assigned. Student surveys show that the intervention of choice was the most socially accepted. Further research is needed to examine long-term benefits of choice and self-monitoring for students with disabilities.

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