Dissertations and Theses @ UNI


Open Access Thesis


Students -- Self-rating of; Self-management (Psychology); Students -- Self-rating of -- Case studies; Case studies;


This research study investigated the efficiency and effectiveness of self-monitoring as an individual intervention technique. Data were collected for 10 weeks in a public elementary school in a small city in central Iowa. The subjects were 1 fourth-grade regular classroom teacher and 1 of her students and 1 special education teacher and 1 student from a fourth-grade regular classroom in which the special education teacher team-taught. Both teachers had willingly volunteered to participate in the research study and later identified a student in their class who had low rates of work completion. None of the 4 subjects had received formal training in the use of self-monitoring as an individual intervention technique for work completion concerns prior to this study. Each teacher completed an interview with the researcher to identify and define the target area of concern and a brief training session in self-monitoring. Both teachers and the researcher maintained journals to document their perspectives on implementing self-monitoring throughout the study. At the end of l O weeks, teachers completed a rating scale of their views on time and cost efficiency, effectiveness, maintenance, and "teacher-friendliness" of self-monitoring. Teachers trained students to self-monitor work completion. After each student had met their work completion goal over 5 consecutive days, intervention components were systematically phased out and maintenance of intervention effects was monitored. Both students obtained their work completion goal. Although little maintenance data were available, the students increased their average percentage of daily work completed in the target area and maintained intervention effects while intervention components were removed. The teachers differed in their views of self-monitoring as a "teacher-friendly" intervention. The regular classroom teacher preferred reward based class-wide strategies and reported that she would be unlikely to use self-monitoring again. The special education teacher indicated that she would use self-monitoring in the future.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology and Foundations

First Advisor

Annette M. Iverson


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Date Original


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1 PDF file (108 leaves)



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