Date of Award

5-2011

Degree Type

Report

Degree Name

Master of Education (MEd)

Department

Special Education and Rehabilitation

Committee Chair(s)

Charles Salzberg

Committee

Sarah Bloom

Committee

Tim Slocum

Abstract

Research has shown that self-monitoring can increase on- task behavior with students in the classroom setting. This project examined the use of a signal device to teach self monitoring to increase on-task behavior of special education students with behavioral problems. Participants were two elementary school para-educators and two K-4th grade students. During a two part process, baseline and intervention was conducted by the researcher with each student evaluating his/her on-task behavior. The researcher examined the reliability of the data on the student’s on-task behavior. The researcher found that the student’s on-task behavior increased with implementation of the signal device self-monitoring program. The implications from the success of this project for the use of self-monitoring programs to increase students’ on-task behavior are discussed.

Comments

Publication made available electronically January 13, 2012.

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