The Effects of Self-monitoring on Academic Accuracy and Productivity
Author : Katie Wilbanks
Publisher :
Page : 114 pages
File Size : 35,29 MB
Release : 2012
Category :
ISBN :
Author : Katie Wilbanks
Publisher :
Page : 114 pages
File Size : 35,29 MB
Release : 2012
Category :
ISBN :
Author : Brian Hugh O'Neill
Publisher :
Page : 190 pages
File Size : 16,57 MB
Release : 1994
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ISBN :
Author : Myrna K. Church
Publisher :
Page : 98 pages
File Size : 39,48 MB
Release : 1994
Category : Learning disabilities
ISBN :
Author : Brian P. Burgess
Publisher :
Page : 136 pages
File Size : 21,38 MB
Release : 1997
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Author : Michele Dawn Cotterman
Publisher :
Page : 124 pages
File Size : 25,89 MB
Release : 1993
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Author : Julie Ann Karger
Publisher :
Page : 124 pages
File Size : 27,2 MB
Release : 1997
Category : Behavior modification
ISBN :
Author : Mikol S. Davis
Publisher :
Page : 274 pages
File Size : 26,67 MB
Release : 1980
Category : Feedback (Psychology)
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Author : Kristina R. Baker
Publisher :
Page : 110 pages
File Size : 41,98 MB
Release : 2005
Category : Feedback (Psychology)
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Author : Susan R. Abbott
Publisher :
Page : 316 pages
File Size : 39,80 MB
Release : 1990
Category :
ISBN :
Author : Patrick M. Craanen
Publisher :
Page : 146 pages
File Size : 25,93 MB
Release : 2013
Category :
ISBN :
This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.