Using Audio-Cued Self-Monitoring for Students With Severe Behavior Disorders  

Oleh:

McDougall, Dennis ; Brady, Michael P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 88 no. 05 (May 1995), page 309-317.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT The impact of a behavioral self-control (BSC) procedure with audio-cued self-monitoring (that consisted of self-assessment and self-recording) on academic time on task and spelling acquisition of three elementary-aged students with severe behavior disorders, was investigated during daily spelling study sessions. Time on task was recorded by_" observers, and spelling acquisition was defined as the percentage of words spelled correctly on daily oral quizzes and periodic written tests. A multiple-baseline-across-subjects design demonstrated that (a) the 2 students who used audio-cued self monitoring more than doubled their time on task, whereas the 3rd student remained dependent on the teacher's verbal cues to increase his time on task; (b) oral spelling accuracy increased substantially for 1 student, minimally for another, and only when cuing modifications were implemented for the 3rd student; and (c) all 3 students increased the percentage of correctly spelled words on written tests (response generalization probes).

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