Date Approved
5-19-2008
Embargo Period
3-22-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Xin, Joy
Subject(s)
Classroom management; Students with disabilities
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to examine the effects of self-management strategies to reduce the inappropriate calling out behavior and replace with an appropriate behavior, raising hands. A total of nine high school students attending a math class in the special education classroom participated in the study. A single subject research design with ABC phases was used. During Phase A, the observer recorded student calling-out behavior in each math class for four weeks as baseline data. During Phase B, students were given instruction on self-management to record their own behavior for four weeks. During Phase C, the self-management strategy was not required for students and their behavior occurrences were continued to be recorded. The results show that all participating students increased their appropriate behavior of raising hands and decreased the inappropriate behavior of calling out in the classroom.
Recommended Citation
McCoach, Michael, "The effects of self-management strategies for high school students with disabilities" (2008). Theses and Dissertations. 739.
https://rdw.rowan.edu/etd/739
