Use of Strategic Self -Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study investigated the effects of a strategic self-monitoring intervention (i.e., The University of Alabama ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities. Seven boys and two girls of elementary age who received their educational services in two different inclusive classrooms participated in this investigation. The students were taught to use the ACT-REACT strategy during independent math/reading seatwork. ACT-REACT is a combined self-monitoring of attention and self-monitoring of performance intervention designed to help chronically disengaged students take control of their learning. A multiple-baseline-across-subjects design with an embedded reversal indicates that ACT-REACT was an effective strategy for fostering self-management and enhancing the academic performance of students with differing needs in inclusive classrooms.

Additional Information

Journal of Positive Behavioral Interventions, 7 (1), 3-17.
Language: English
Date: 2005
Special education, Students with disabilities, Intervention, Instruction

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