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ERIC Number: EJ1134294
Record Type: Journal
Publication Date: 2015
Pages: 31
Abstractor: As Provided
ISSN: EISSN-2325-7466
A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings
McDougall, Dennis; Ornelles, Cecily; Mersberg, Kawika; Amona, Kekama
Journal of the American Academy of Special Education Professionals, p175-205 Fall 2015
In this meta-analytic review, we critically evaluate procedures and outcomes from nine intervention studies in which students used tactile-cued self-monitoring in educational settings. Findings suggest that most tactile-cued self-monitoring interventions have moderate to strong effects, have emerged only recently, and have not yet achieved the evidence-based status of audio-cued and visual-cued self-monitoring. At present, tactile-cued self-monitoring is a promising practice with the potential to promote a variety of outcomes in educational settings. We also identify strengths and limitations of tactile-cued self-monitoring studies, provide recommendations for future research and practice, identify limitations of this analytic literature review, and list resources for researchers and practitioners.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A