ERIC Number: EJ785150
Record Type: Journal
Publication Date: 2007-Dec
Reference Count: 0
The Effects of Fading a Strategic Self-Monitoring Intervention on Students' Academic Engagement, Accuracy, and Productivity
Rock, Marcia L.; Thead, Beth K.
Journal of Behavioral Education, v16 n4 p389-412 Dec 2007
In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually faded the students' use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT self-monitoring recording sheet was in place the students' engagement and academic productivity increased; however, when it was faded, the results varied. During fading, the students' performance generally exceeded baseline conditions and compared adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring and also point to the mixed benefits of fading these procedures in inclusive environments.
Descriptors: Self Management, Intervention, Disabilities, Students, Mathematics Education, Productivity, Student Participation, Inclusive Schools
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A