The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms
classroom participation, self-monitoring strategies, survival skills
Research and Practice for Persons with Severe Disabilities
This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed. © 2001, TASH. All rights reserved.
Original Publication Date
DOI of published version
Gilberts, Guy H.; Agran, Martin; Hughes, Carolyn; and Wehmeyer, Michael, "The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms" (2001). Faculty Publications. 3581.