Date of Award:
Doctor of Education (EdD)
Special Education and Rehabilitation
K. Richard Young
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.
Peterson, Lloyd Douglas, "Effects of Student Self-Management on Generalization of Student Performance to Regular Classes" (1999). All Graduate Theses and Dissertations. 7488.
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