Distractible Students Use Self-Monitoring

Osborne, Susan S.; Kosiewicz, Marianne Myron; Crumley, Edith Bassett; Lee, Charlene

doi:10.1177/004005998701900216

Cited by 20 publications

(11 citation statements)

References 6 publications

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“…Students were instructed to complete the assignment independently or to ask the teacher or teacher assistant for help by raising their hands when necessary. On-task behavior was defined as students being seated at their desks and either reading, printing, having the pencil ready to print, or talking with the teacher or teacher assistant in regard to the assignment (Osbome, Kosiewicz, Crumley, & Miller, 1987). Simultaneously, teachers and teacher ' assistants observed and recorded the presence or absence of the target behavior using a similar record-keeping chart.…”

Section: Dependent Variables and Measurement Proceduresmentioning

confidence: 99%

Effectiveness of Self-Management on Attentional Behavior and Reading Comprehension for Children with Attention Deficit Disorder

Edwards

Salant

Howard

et al. 1995

Child & Family Behavior Therapy

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Section: Dependent Variables and Measurement Proceduresmentioning

confidence: 99%

Effectiveness of Self-Management on Attentional Behavior and Reading Comprehension for Children with Attention Deficit Disorder

Edwards

Salant

Howard

et al. 1995

Child & Family Behavior Therapy

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“…Self-management has emerged as a particularly effective approach for students with disabilities in general education settings (McDougall & Brady, 1998) and is an effective alternative to traditional classroom systems of behavior management (Carr & Punzo, 1993;Kern, Dunlap, Childs, & Clark, 1994;Osborne, Kosiewicz, Crumley, & Lee, 1987).…”

Section: Procedures?mentioning

confidence: 99%

Self-Monitoring, Cueing, Recording, and Managing

McConnell¹

1999

TEACHING Exceptional Children

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“…Cognitive behavior modification schemes focus on a student's use of self-talk or "inner speech" as a means of managing behavior. For instance, Osborne, Kosiewicz, Crumley, and Lee (1987) documented growth in self-monitoring of attention through observations of on-task behavior and amount of academic task completion. Anecdotal log entries might also be a vital measure of the student's movement from initially requiring modeling and prompting toward the more independent use of mediation strategies.…”

Section: Consideration Of Self-regulation and Strategicmentioning

confidence: 99%

Portfolio-based Assessment Practices

Swicegood

1994

Intervention in School and Clinic

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A student story project. T he assessment and instructional planning processes for students with learning disabilities (LD) or behavioral disorders (BD) continue to be critical topics. Students with LD or BD manifest wide-ranging problems in the academic, literacy, social-emotional, motivational, and cognitive realms. Students with learning disabilities exhibit poor academic achievement and literacy skills as well as problems with strategic learning, metacognitive awareness, memory problems, attentional deficits, language disorders, and so forth. It is a formidable task to evaluate and monitor student functioning across such a wide range of interconnected traits. For students with BD, the assessment system often overemphasizes externalizing problems (conduct disorders, disruptive behavior, etc.) and overlooks internalizing difficulties (anxiety, depression, etc.). Inappropriate placement and eligibility decisions about these students are sometimes made due to overreliance on standardized measures (Hallahan & Kauffman, Downloaded from and unequal participation among multidisciplinary team members (Ysseldyke & Algozzine , 1984). Lack of knowledge of social, cultural, and linguistic factors creates further constraints in assessment and identification practices among special educators (Hardman, Drew, Egan, & Wolf, 1993). A comprehensive and continuous assessment of these diverse needs poses a major challenge. In this article, an alternative vision of the assessment process for these students with special needs will be proposed.The descriptions that follow are drawn from (a) teachers' experiences with portfolio assessment, (b) an active study of the literature on alternative assessment, and (c) collaboration with other educators and practitioners. For the past 3 or so years, regular and special education teachers, assessment professionals, and university teacher educators have worked together to accumulate wide-ranging information about students with special needs. We have analyzed student portfolios collected in school settings and shared our experiences with informal classroom assessment. First, a rationale will be outlined for the increasing use of such approaches.

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Distractible Students Use Self-Monitoring

Cited by 20 publications

References 6 publications

Effectiveness of Self-Management on Attentional Behavior and Reading Comprehension for Children with Attention Deficit Disorder

Effectiveness of Self-Management on Attentional Behavior and Reading Comprehension for Children with Attention Deficit Disorder

Self-Monitoring, Cueing, Recording, and Managing

Portfolio-based Assessment Practices

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