Effects Of Self Monitoring On The Academic Performance And On Task Behavior Of Students With Learning Disabilities
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A Comparison of Self-Monitoring of Attention and Self-Monitoring of Productivity in Relation to Academic Achievement and On-Task Behavior Among Students Receiving Special Education
| Author | : Kirk M. Cervetti |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
Research has shown that self-monitoring of attention (SMA) and self-monitoring of productivity (SMP) are beneficial in increasing academic performance and on-task behavior. The simplicity and ease of self-monitoring renders it an applicable tool for students that have learning disabilities (LD). An alternating treatment design was used to examine four students receiving special education and that have LD during math instruction. Each student was trained to implement SMA and SMP during math class. This study was conducted in order to investigate the differences between SMA and SMP in relation to academic performance and on-task behaviors with students that having LD and that are receiving special education. Results did show a difference between the two techniques in which self-monitoring of productivity produced higher and more stable rates of academic performance and on-task behaviors. However, there was no increase in academic performance among the participants overall. The results show that there was no increase in target behaviors during treatment conditions over baseline conditions.
Effects of Self-monitoring and Self-evaluation on the Written Language Performance and On-task Behavior of Elementary Students with Learning Disabilities
| Author | : Yvonne L. Goddard |
| Publisher | : |
| Total Pages | : 498 |
| Release | : 1998 |
| Genre | : |
| ISBN | : |
Abstract: This study was conducted to determine the effects of self-monitoring (alone and in combination with changing criterion with public posting) and self-evaluation on the written language performance and on-task behavior of elementary students with learning disabilities. The subjects were seven elementary students enrolled in a private school for students with learning disabilities. Throughout the study, students wrote for 10 minutes each session. Self-monitoring procedures for written language performance included having the students count and record the number of words and sentences written. Self-evaluation involved the students evaluating the quantity and quality of their writing as compared to the last session. The changing criterion with public posting condition involved the experimenter and/or student setting goals for the number of words written, then posting these totals in the classroom each day. During all sessions, the experimenter collected data on written language performance, including number of words, sentences, different words, and adjectives written. For three students, the experimenter also collected on-task data each session.
Self-Regulated Learning and Academic Achievement
| Author | : Barry J. Zimmerman |
| Publisher | : Routledge |
| Total Pages | : 316 |
| Release | : 2013-05-13 |
| Genre | : Education |
| ISBN | : 1135659141 |
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
JEBPS Vol 15-N2
| Author | : Journal of Evidence-Based Practices for Schools |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 101 |
| Release | : 2016-10-25 |
| Genre | : Education |
| ISBN | : 147583134X |
The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school psychologists and educators through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines.
JEBPS Vol 15-N1
| Author | : Journal of Evidence-Based Practices for Schools |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 139 |
| Release | : 2016-03-22 |
| Genre | : Education |
| ISBN | : 1475827555 |
The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school psychologists and educators through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines.
Emerging Research and Issues in Behavioral Disabilities
| Author | : Timothy J. Landrum |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 178 |
| Release | : 2018-11-30 |
| Genre | : Education |
| ISBN | : 1787560856 |
This volume focuses on emerging research and issues related to emotional and behavioral disorders (EBD). Chapters include reports of original research and summaries of new and emerging research issues. Specific topics include bullying, technology-based self-monitoring, and issues around identifying evidence-based practice in EBD.
Learning About Learning Disabilities
| Author | : Bernice Wong |
| Publisher | : Academic Press |
| Total Pages | : 465 |
| Release | : 2012-11-27 |
| Genre | : Psychology |
| ISBN | : 0123884144 |
Learning about Learning Disabilities, Fourth Edition continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Fourth Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and 11 new chapters, coverage is both comprehensive and thorough, encompassing the classification and identification of learning disabilities, learning disabilities in reading, writing, math, and social studies, interventions, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults. Readers will find Learning About Learning Disabilities, Fourth Edition suitable for use as a reference source for researchers or as a graduate level text. Reviews of previous editions: "This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." -CHILD ASSESSMENT NEWS "... provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." -BRITISH JOURNAL OF SPECIAL EDUCATION - Learning Disabilities occur in 20% of the population. Three million children in the US have a learning disability and receive special education in school - 30% of children with learning disabilities drop out of high school, and 48% of those with learning disabilities are out of the workforce or unemployed - Discusses different types of learning disabilities including problems with attention, memory, language, math, reading, and writing - Encompasses the impact of LD on learning as well as social competence and self-regulation - Provides research summaries on most effective ways to teach children with LD - Encompasses a lifespan perspective on LD, discussing the impact on children, adolescents, and adults
Learning About Learning Disabilities
| Author | : Bernice Y. L. Wong |
| Publisher | : Academic Press |
| Total Pages | : 656 |
| Release | : 2004-09-02 |
| Genre | : Architecture |
| ISBN | : 012762533X |
Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text. Reviews from previous editions: "An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities." BOOK NEWS, INC. "This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." CHILD ASSESSMENT NEWS "Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities ... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics.
The Rehabilitation of Cognitive Disabilities
| Author | : Charles J. Long |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 232 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 1461318998 |
The rehabilitation of intellectual impairment resulting from brain injury has become a major professional activity of clinical neuropsychologists. In recent years, neuropsychology has developed from a professional role stressing assessment and diagnosis to one that now includes treatment and rehabilitation activities. Such trends are also manifested in two new research interests of neuropsychologists: the study of the generalizability of neuropsychological test findings to everyday abilities, often referred to as the "ecological validity" of tests, and outcome studies of cognitive retraining treatments. Discovering the relationships between traditional neuropsychological tests and everyday behavior is important because the referral questions posed to neuropsychologists have changed. Now, the neuropsychologist is asked to comment on the patient's functional intellectual abilities as they relate to the everyday demands of home, work and educational settings. Of course, the development of cognitive retraining theory and procedures allows neuropsychologists to intervene in the treatment of the cognitive problems that the neuropsychological evaluation has documented. Since these approaches are still in their formative stages, they have been the subject of clinical lore, great controversy and little systematic research. This situation prompted one of our presenters to lament, "Either you believe Cognitive Retraining is divinly inspired, or the work of the devil. " There is apparently little middle ground. Given this state of affairs, the program committee of the Mid-South Conference on Human Neuropsychology decided to focus on the role of neuropsychologists in rehabilitation.
