Date of Award:

2003

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Advisor/Chair:

Donna Gilbertson

Abstract

This study utilized a multiple baseline design across two study skills to examine the impact of a self-monitoring checklist and performance feedback on the implementation of study skills for seven college students with disabilities. The accuracy with which students performed study skills was calculated as a percentage based on the number of correct study skill steps completed during a college course divided by the total number of treatment steps. The results show that three of the seven students markedly increased the accurate use of the notetaking and study guide skills immediately when provided with a self-monitoring checklist and performance feedback, whereas the other four students had more variable results. However, following a booster session, all students' performance increased following intervention. Results were socially validated by students who indicated they were generally satisfied with the intervention and found it to be useful when studying for the college class.

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