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.

Share

COinS