The Effects of Self-Monitoring on the Mathematics Performance of Students at Risk for Emotional and Behavioral Disorders
Document Type
Thesis
Degree Name
Specialist in School Psychology (SSP)
Department
Psychology and Special Education
Date of Award
Fall 2017
Abstract
In this study, the effects of self-monitoring on the mathematics performance of kindergarten and first grade students at risk for emotional and behavioral disorders were investigated. A single subject multiple baseline design was used in this study. Results indicate that the self-monitoring intervention improved the on-task behavior of kindergarten and first grade students at-risk for emotional and behavioral disorders. In addition to improving on-task performance, students experienced improved academic performance. Fluency scores decreased but accuracy increased, suggesting that students slowed down and focused on accuracy during the intervention. The improved on-task and academic performance suggest that self-monitoring strategies can be taught to students as early as kindergarten and may be a strong behavioral intervention for students at risk for emotional and/or behavioral disorders.
Advisor
Brittany L. Hott
Subject Categories
Education | Educational Psychology
Recommended Citation
Fairfield, Ambre, "The Effects of Self-Monitoring on the Mathematics Performance of Students at Risk for Emotional and Behavioral Disorders" (2017). Electronic Theses & Dissertations. 972.
https://digitalcommons.tamuc.edu/etd/972
