Date of Award:

5-1999

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

Special Education and Rehabilitation

Committee

K. Richard Young

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

Share

COinS