Self-monitoring Strategies for Increasing On-task Behavior
Author | : Sarah Stoker |
Publisher | : |
Total Pages | : 51 |
Release | : 2014 |
Genre | : Learning disabled children |
ISBN | : |
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Author | : Sarah Stoker |
Publisher | : |
Total Pages | : 51 |
Release | : 2014 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Jane Chalfant |
Publisher | : |
Total Pages | : 260 |
Release | : 1987 |
Genre | : Children with mental disabilities |
ISBN | : |
Author | : Kimberly R. Vitale |
Publisher | : |
Total Pages | : 118 |
Release | : 2017 |
Genre | : Attention in children |
ISBN | : |
"Self-monitoring is an intervention technique that allows students with and without disabilities to take responsibility for observing and recording one's own behavior. Self-monitoring involves two processes: self-observation and self-recording. Self-observation requires a student to pay attention to a specific aspect of behavior and determine if the behavior being monitored occurred. Then the students record whether the behavior being monitored occurred (Amato-Zech, Hoff, & Doepke, 2006)"--Leaf 1. "My research questions are: 1. How does the use of student-teacher accuracy checks with reinforcement when using self-monitoring behavior ratings affect student accuracy with self-monitoring and on-task behavior for a third grade student that displays off-task behavior? 2. What are student perceptions of their behavior and the use of self-monitoring before and after the intervention?"--Leaf 22. "The results of this research project encourage me to believe and advocate that self-monitoring with accuracy checks and reinforcement is a useful strategy for improving students' on-task behaviors"--Leaf 48.
Author | : Fabiola Jimenez |
Publisher | : |
Total Pages | : 0 |
Release | : 2020 |
Genre | : Behavior therapy for children |
ISBN | : |
This thesis represents an experimental analysis procedure designed and carried out by this author to increase attention to and completion of math homework. The subject of this study was a 13-year-old boy with Autism and ADHD. The skill was being able to self-monitor and increase his on-task behavior. In the intervention, a MotivAider ® (2 3/8" x 2 1/2") is an assistive technology device that vibrates at varying intervals, as a cue to increase his on-task behavior. Results showed some increase in his on-task behavior. Stronger results might have occurred if more sessions had occurred. Previous research has shown that the MotivAider ® and self-monitoring is successful in increasing on-task behavior. Future research will look into techniques to increase motivation and accuracy of self-monitoring.
Author | : Jane Marshall Kellogg |
Publisher | : |
Total Pages | : 120 |
Release | : 1995 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Jeannie V. Breland |
Publisher | : |
Total Pages | : 114 |
Release | : 1991 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Patricia Scheuble |
Publisher | : |
Total Pages | : 90 |
Release | : 1990 |
Genre | : Learning disabled children |
ISBN | : |
Author | : Mary-Dean Barringer |
Publisher | : John Wiley & Sons |
Total Pages | : 288 |
Release | : 2010-03-29 |
Genre | : Education |
ISBN | : 047050515X |
This book shows how schools can--and must--develop expertise in "learning variation" (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning strengths, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies. Schools for All Kinds of Minds: Provides a readable synthesis of the latest research from neuroscience, cognitive science, and child and adolescent development as it relates to understanding learning and its many variations. Links this information to strategies for understanding struggling learners and adapting school practices to accommodate a wider array of learning differences in a classroom. Demonstrates how this understanding of learning variation can change the way teachers and others help students succeed in various academic and content areas and acquire necessary 21st century skills. Includes discussion questions and facilitator guidelines for staff developers and teacher education programs; downloadable forms that accompany exercises from within the book; an action plan for schools to implement the ideas found in the book; and more.
Author | : Dr. George N. Ohakamnu |
Publisher | : Xlibris Corporation |
Total Pages | : 80 |
Release | : 2015-05-30 |
Genre | : Education |
ISBN | : 1503574288 |
The present-day students (regular and special education) have some difficulties remaining on task in the classroom, especially the students classified as the at-risk (learning disabled, behavioral disordered, etc). Therefore, it becomes imperative to design a proactive methodology or strategy that may create on-task behavior while teaching and learning are taking place in the classroom. Note that no one strategy is enough to contain behavior-problem students; hence, the partner-check self-recording strategy was designed to induce on task behavior for a considerable amount of time among elementary school children.
Author | : Edward Steven Shapiro |
Publisher | : Guilford Press |
Total Pages | : 220 |
Release | : 1994-02-25 |
Genre | : Psychology |
ISBN | : 9780898623666 |
One of the primary goals of education is to ensure that children learn varied and complex self-management skills to become more self assured, more self reliant, and responsible for their own behavior, as well as to succeed academically. Although learning experiences designed to actively teach self-management techniques are usually directed toward children with severe academic and behavior problems, these skills are also extremely beneficial for the general student population. An excellent resource for school-based practitioners who wish to address the needs of all school-aged children and adolescents, this book presents practical approaches for designing and implementing self-management interventions in school settings.