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Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding.
Peer reviewed Peer reviewed
Levendoski, Lila Sabella; Cartledge, Gwendolyn – Behavioral Disorders, 2000
An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…
Descriptors: Behavior Change, Elementary Education, Emotional Disturbances, Instructional Effectiveness
Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders.
Peer reviewed Peer reviewed
Miller, Kerrie A.; Gunter, Philip L.; Venn, Martha L.; Hummel, John; Wiley, Larry P. – Behavioral Disorders, 2003
Results of a study found little difference in correct responding or on-task behavior of three children (ages 9-12) with emotional or behavioral disorders when a function was provided for written assignments, or arithmetic assignments were shortened, until a model for correct responding was added. (Contains references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Academic Achievement, Behavior Disorders, Elementary Education
The Effects of Visual Stimulation on the Mathematics Performance of Children with Attention Deficit/Hyperactivity Disorder.
Peer reviewed Peer reviewed
Lee, David L.; Zentall, Sydney S. – Behavioral Disorders, 2002
Two studies evaluated the effects of within-task and competing visual stimulation on the mathematics performance and behavior of 17 children (ages 8-14) with attention deficit hyperactivity disorder. Results indicate the same high within-task simulation that enhanced student performance and reduced off-task behavior was effective only when…
Descriptors: Attention Control, Attention Deficit Disorders, Attention Span, Computer Uses in Education
The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders.
Peer reviewed Peer reviewed
Carr, Sonya C.; Punzo, Rebecca P. – Behavioral Disorders, 1993
Three male students (ages 13-15) with behavior disorders/emotional disturbances were taught to self-monitor in 3 successive academic areas: reading, mathematics, and spelling. Students made gains in academic accuracy, productivity, and on-task behavior; and improvements were observed across all subject areas. (Author/JDD)
Descriptors: Academic Achievement, Behavior Disorders, Emotional Disturbances, Intervention