Effects of Self Monitoring on the On-task Behavior and Written Language Performance of Elementary Students with Learning Disabilities

Effects of Self Monitoring on the On-task Behavior and Written Language Performance of Elementary Students with Learning Disabilities
Author: Laura Harkness Wolfe
Publisher:
Total Pages: 198
Release: 1997
Genre:
ISBN:

The results suggest that self-monitoring is a powerful procedure for changing on-task behavior; however, further research needs to be conducted to determine the conditions that would produce the same effects for written language performance. Several implications for students, teachers, and parent training were discussed.

Effects of Self-monitoring and Self-evaluation on the Written Language Performance and On-task Behavior of Elementary Students with Learning Disabilities

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.

JEBPS Vol 15-N1

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.

JEBPS Vol 11-N2

JEBPS Vol 11-N2
Author: Journal of Evidence-Based Practices for Schools
Publisher: Rowman & Littlefield
Total Pages: 107
Release: 2010-08-19
Genre: Reference
ISBN: 1475824467

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-based professionals 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. The Journal of Evidence-Based Practices for Schools differs from other scholarly journals in that it features articles that demonstrate empirically-based procedures for readers to apply the practice in their setting.

Classroom Behavior, Contexts, and Interventions

Classroom Behavior, Contexts, and Interventions
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
Total Pages: 343
Release: 2012-09-13
Genre: Education
ISBN: 1780529732

Intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities, this book focuses on identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.

What Really Works in Special and Inclusive Education

What Really Works in Special and Inclusive Education
Author: Associate Professor in Conflict Resolution and Reconciliation David Mitchell
Publisher: Routledge
Total Pages: 253
Release: 2007-11-19
Genre: Education
ISBN: 1134203322

First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

Handbook of Effective Inclusive Schools

Handbook of Effective Inclusive Schools
Author: James McLeskey
Publisher: Routledge
Total Pages: 565
Release: 2014-05-16
Genre: Education
ISBN: 1136242430

Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

What Really Works in Special and Inclusive Education

What Really Works in Special and Inclusive Education
Author: David Mitchell
Publisher: Routledge
Total Pages: 368
Release: 2014-01-10
Genre: Education
ISBN: 1136253440

As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.routledge.com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education. ‘This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.’ –Professor John Hattie, University of Melbourne, author of Visible Learning

Handbook of Applied Behavior Analysis

Handbook of Applied Behavior Analysis
Author: Johnny L. Matson
Publisher: Springer Nature
Total Pages: 1306
Release: 2023-04-29
Genre: Psychology
ISBN: 3031199642

This book provides comprehensive coverage of applied behavioral analysis (ABA). It examines the history and training methods of ABA as well as related ethical and legal issues. The book discusses various aspects of reinforcement, including social reinforcers, tangible reinforcers, automatic reinforcement, thinning reinforcers, and behavioral momentum. It addresses basic training strategies, such as prompts and fadings, stimulus fading, and stimulus pairing and provides insights into auditory/visual discrimination, instructional feedback, generalization, error correction procedures, and response interruption. In addition, the book addresses the use of ABA in education and explores compliance training, on-task behavior, teaching play and social skills, listening and academic skills, technology, remembering and cognitions, picture-based instruction, foreign language instruction, teaching verbal behavior, public speaking, and vocational skills. In addition, the book covers treatments for tics, trichotillomania, stereotypies, self-injurious behavior, aggression, and toe walking. It also addresses ABA for special populations, including individuals with autism, ADHD, substance abuse, and intellectual disabilities. Featured areas of coverage include: Basic assessment methods, such as observing behavior, treatment integrity, social validation, evaluating physical activity, measuring sleep disturbances, preference assessment, and establishing criteria for skill mastery. Functional assessment, including how to quantify outcomes and evaluate results, behaviors that precede and are linked to target behaviors, and treatments. Treatment methods, such as token economies, discrete trial instruction, protective equipment, group-based and parent training as well as staff training and self-control procedures. Health issues, including dental and self-care, life skills, mealtime and feeding, telehealth, smoking reduction and cessation, and safety training. Leisure and social skills, such as cellphone use, gambling, teaching music, sports and physical fitness. The Handbook of Applied Behavior Analysis is a must-have reference for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in clinical child and school psychology, child and adolescent psychiatry, social work, behavioral therapy and rehabilitation, special education, developmental psychology, pediatrics, nursing, and all interrelated disciplines.