Using self-monitoring to improve performance in general education high school classes
Education and Training in Mental Retardation and Developmental Disabilities
We used a multiple-baseline-across-participants design (Kazdin, 1982) to examine the effects of self-monitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from students and their teachers and parents, students' individualized education program (IEP) goals, and direct observation of students in general education sellings. Occurrences of self-monitoring were associated with improvement in target behaviors across participants. In addition, students' teachers and classmates perceived improved performance of target behaviors when students used their self-monitoring strategies. This study adds to the literature as one of few studies investigating self-monitoring by high school students with mental retardation in general education settings. © Division on Mental Retardation and Developmental Disabilities.
Original Publication Date
Hughes, Carolyn; Copeland, Susan R.; Wehmeyer, Michael L.; Agran, Martin; Rodi, Michael S.; and Presley, Judith A., "Using self-monitoring to improve performance in general education high school classes" (2002). Faculty Publications. 3363.