Date of Award:

12-2008

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Advisor/Chair:

Ben Lignugaris/Kraft

Abstract

Research has shown that self-monitoring can be effective in different settings and with a range of students as well as problem behaviors. However, teachers who use self-monitoring techniques have difficulties in using an effective cueing system as well as generalizing the newly acquired skill into the general education classroom. This study extends the literature by utilizing a tactile cueing device to increase the percentage of intervals of on-task behavior as well as increasing the intervals of on-task behavior in an inclusive general education classroom setting.

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