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Article: Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings.(Statistical Data Included)
- Article from:
- Education & Treatment of Children
- Article date:
- February 1, 2002
- Author:
CopyrightCOPYRIGHT 2002 West Virginia University Press, University of West Virginia. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Abstract
The use of a self-monitoring strategy to increase on-task behavior was examined with a post-institutionalized 13-year-old child who was included in a regular school. A functional assessment conducted prior to the intervention indicated that the student engaged in stereotypy on an almost continuous basis unless she was actively involved in academic tasks. A self-monitoring intervention was implemented across three classrooms in a multiple baseline design fashion. Significant increases of on-task behavior were observed in all three classrooms during the implementation of the self-monitoring intervention. A brief withdrawal of the self-monitoring ...
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Article: Efficacy of using momentary time samples to determine ...
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...Abstract Momentary time samples (MTS) of 2, 4, and 6 min were compared to continuous recording samples of on-task behavior for 3 elementary-aged students with emotional/behavioral disorders (EBD). The comparison revealed that the data ...
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