Date of Award:

5-1999

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

Special Education and Rehabilitation

Committee Chair(s)

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.

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55ff7090f4f40c22537c715be73c0fab

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