Date of Award:
5-1999
Document Type:
Dissertation
Degree Name:
Doctor of Education (EdD)
Department:
Special Education and Rehabilitation
Department name when degree awarded
Special Education
Committee Chair(s)
K. Richard Young
Committee
K. Richard Young
Committee
Richard P. West
Committee
Daniel P. Morgan
Committee
Richard Baer
Committee
Lloyd Bartholome
Committee
Charles L. Salzberg
Abstract
The use of a student self-monitoring and self-rating/teacher matching strategy to assist generalization of social skills use and decrease off-task behavior of five inner-city at-risk middle school students was investigated. A multiple-baseline design was used to assess the effects of the intervention in up to six different class settings. Results indicated that the self-monitoring and self-rating/teacher matching intervention led to an increase in correct social skills use and a decrease in off-task behaviors with all five students. These data add to the existing literature, suggesting self-monitoring with self-rating/teacher matching is an effective procedure to promote generalization of behavior. Implications for research and practice are discussed.
Checksum
55ff7090f4f40c22537c715be73c0fab
Recommended Citation
Peterson, Lloyd Douglas, "Effects of Student Self-Management on Generalization of Student Performance to Regular Classes" (1999). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7488.
https://digitalcommons.usu.edu/etd/7488
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