Date of Award
Winter 12-20-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Courtney LaLonde
Keywords
Developmental disabilities, Self-Monitoring, On-task Behavior
Abstract
ABSTRACT The purpose of this research was to determine whether the practice of self-monitoring would improve the on-task behavior of high school students with developmental disabilities. The study tracked the effects of self-monitoring on a student’s on-task behavior while in a functional life skills class through a transition program. Students practicing in this study demonstrated off-task behavior while in the life skills class. The students were taught to keep track of their on-task behavior with the use of a timer and a self-monitoring checklist. The acronym CLAWS was used to help students remember what on-task behavior looked like. Data was collected with the student’s self-monitoring checklist and compared to an adult’s self-monitoring data for each student. The research conducted proved that self-monitoring was an easy and effective way to increase on-task behavior for students with developmental disabilities. The student’s on-task behavior increased while the strategy was used, however decreased when the use of the strategy ended. There were no ethical issues that arose during the research study.
Recommended Citation
Mann, Corrin, "The Relationship Between Self-Monitoring and On-Task Behavior for Students with Developmental Disabilities" (2018). Dissertations, Theses, and Projects. 125.
https://red.mnstate.edu/thesis/125