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ERIC Number: EJ1104013
Record Type: Journal
Publication Date: 2016-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1098-3007
Self-Monitoring for High School Students with Disabilities: A Cross-Categorical Investigation of I-Connect
Clemons, Lachelle L.; Mason, Benjamin A.; Garrison-Kane, Linda; Wills, Howard P.
Journal of Positive Behavior Interventions, v18 n3 p145-155 Jul 2016
Self-monitoring interventions are well supported within the empirical literature as improving classroom engagement for students with disabilities. However, studies implementing self-monitoring interventions in high school settings are rarely conducted despite their potential to improve student academic and behavioral outcomes. In an investigation of an unobtrusive, self-monitoring application loaded on a handheld device, classroom engagement and perceived academic benefits were assessed in a withdrawal design for three high school students with different disabilities (specific learning disability, autism, and intellectual disability) in varied instructional arrangements. Direct observation data supported the intervention as effective in improving classroom engagement for all three students during intervention and maintenance phases.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
Identifiers - Location: Missouri
IES Funded: Yes
Grant or Contract Numbers: R324B100004; H327A100082