Using Self-Monitoring To Increase Following-Direction Skills Of Students With Moderate To Severe Disabilities In General Education

Authors

Martin Agran, University of Northern IowaFollow
Thomas Sinclair, Eastern Illinois UniversityFollow
Sandra Alper, University of Northern IowaFollow
Michael Cavin, University of Northern IowaFollow
Michael Wehmeyer, University of KansasFollow
Carolyn Hughes, Vanderbilt UniversityFollow

Document Type

Article

Journal/Book/Conference Title

Education and Training in Developmental Disabilities

Volume

40

Issue

1

First Page

3

Last Page

13

Abstract

We used two multiple baseline designs to investigate effects of a self-monitoring strategy on following-direction skills of six middle school students with moderate to severe disabilities in general education. Students were instructed to acknowledge a given direction, complete the task, and monitor their performance. Results suggest that all students learned the strategy and maintained their performance at mastery levels for the duration of the maintenance condition. Social validation data obtained from participating general and special educators supported these findings. Implications for promoting student-directed learning and inclusive education are discussed. © Division on Developmental Disabilities.

Department

Department of Special Education

Original Publication Date

3-1-2005

Recommended Citation

Agran, Martin; Sinclair, Thomas; Alper, Sandra; Cavin, Michael; Wehmeyer, Michael; and Hughes, Carolyn, "Using Self-Monitoring To Increase Following-Direction Skills Of Students With Moderate To Severe Disabilities In General Education" (2005). Faculty Publications. 2969.
https://scholarworks.uni.edu/facpub/2969