Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding

By Lila Sabella Levendoski, G. Cartledge. 2000

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0fcd8cac548713e4be5aa639ea8701284693c14c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Juane Heflin
2. Marcia L. Rock
3. Sharon Raimondi
4. Lisa A. Rafferty

In Statistics and Probability

1. Marcia L. Rock
2. Sharon Raimondi
3. Lisa A. Rafferty

Citations in the corpus

• Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism (2010, background): “Furthermore, teachers have found self-monitoring to be effective across academic subjects and settings, as well as unobtrusive and relatively easy to implement (Levendoski & Cartledge, 2000; Maag et al., 1993).”
• Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities (2005, background): “In terms of increased academic engagement and productivity, the aforementioned results are consistent with the findings of Levendoski and Cartledge (2000).”
• Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice (2009, methodology): “The self-monitoring cards that were created for this study were a modified version of those described in a study conducted by Levendoski and Cartledge (2000).”
• Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems (2005, unknown): “…attempted, number correct, task-persistence, and on-task attention (De Haas & Warner, 1991; Harris, Graham, Reid, McElroy, & Hamby, 1994; Prater, Hogan & Miller, 1992; Maag, Reid & DiGangi, 1993; Levendoski & Cartledge, 2000). c. add mirrors to increase task persistence, productivity, and accuracy.”
• Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, unknown): “These roles included self-monitoring, selfinstruction, or self-verbalization (Carr & Punzo, 1993; Davis & Hajicek, 1985; Levendoski & Cartledge, 2000; Swanson, 1985; Swanson & Scarpati, 1984); cognitive cover and copy strategies (Skinner et al., 1993; Skinner, Ford, & Yunker, 1991); and being a…”
• Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, unknown): “…and implemented maintenance procedures (Barry & Messer, 2003; Christensen, Young, & Marchant, 2004; Gureasko-Moore et al., 2006; Gureasko-Moore, DuPaul, & White, 2007; Levendoski & Cartledge, 2000; Lo & Cartledge, 2006; Mitchem, Young, West, & Benyo, 2001; Moore et al., 2001; Rock & Thread, 2007).”