Title

Self-monitoring as a Strategy to Increase Student Teachers’ Use of Effective Teaching Practices

Document Type

Article

Journal/Book Title/Conference

Rural Special Education Quarterly

Volume

31

Issue

4

Publication Date

4-12-2017

First Page

9

Last Page

17

DOI

doi.org/10.1177/875687051203100403

Abstract

Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple baseline across behaviors design. Next, a student teaching assignment targeting self-monitoring is reported as a series of case studies in which student teachers monitored a self-selected teaching behavior. Research with student teachers, use of videotaping for such research, and implications for use with teachers in rural areas are discussed.

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