Using Self-Monitoring to Improve Performance in General Education High School Classes
By C. Hughes, S. R. Copeland, M. Wehmeyer, M. Agran, M. Rodi, Judith A. Presley. Education and Training in Mental Retardation and Developmental Disabilities, 2002
91 citations recorded by the source corpus.
We used a multiple-baseline-across-participants design (Kazdin, 1982) to examine the effects of self-monitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from students and their teachers and parents, students' individualized education program (IEP) goals, and direct observation of students in general education settings. Occurrences of self-monitoring were associated with improvement in target behaviors across participants. In addition, students' teachers and classmates perceived improved performance of target behaviors when students used their self-monitoring strategies. This study adds to the literature as one of few studies investigating self-monitoring by high school students with mental retardation in general education settings.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/2bdf56c91a7ab2b53736d2c4f5eebbc51541b9a5
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Citations in the corpus
- Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies (2006, unknown): “…& Lloyd, 1984), autism (Callahan & Rademacher, 1999; Harrower & Dunlap, 2001; Mancina, Tankersley, Kamps, Kravits, & Parrett, 2000), and mild to severe cognitive impairments (Alberto, Taber, & Fredrick, 1999; Briggs et al., 1990; Gilberts, Agran, Hughes, & Wehmeyer, 2001; Hughes et al., 2002).”
- Promoting Access to the General Curriculum by Teaching Self-Determination Skills (2004, unknown): “…(Copeland, Hughes, Agran, Wehmeyer, & Fowler, 2002; German, Martin, Marshall & Sale, 2000; Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000); (d) self-regulation of behavior (Agran et al., 2001); (e) selfmonitoring (Hughes et al., 2002); and (f ) self-management (King-Sears & Cummings, 1996).”
- Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions (2005, background): “By incorporating more detailed categories of behavior, such as conversational topics (e.g., Hughes et al., 2002) or social support behaviors (e.g., Cushing et al., 1997), precise conclusions about the specific effects of an intervention on student behavior can be drawn, such as whether students’…”