Untitled

Dalton, Tina; Martella, Ronald C.; Marchand-Martella, Nancy E.

doi:10.1023/a:1022183430622

Cited by 47 publications

(17 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One method of improving students' successful academic behaviors is teaching self-management skills. Selfmanagement has been shown to be a useful approach to improving the on-task behavior and, in turn, the academic engagement behavior of students with disabilities (Briesch & Daniels, 2013;Dalton et al, 1999;McDaugall et al, 2017). Self-management involves several behaviors such as self-evaluation, self-charting, goal setting, self-recording, and self-monitoring (Martella et al, 2012).…”

mentioning

confidence: 99%

“…According to their definition, if a student observes and records his or her own behavior with external prompts, self-recording procedures are in use (Martella et al, 2012). When external prompts are not provided for the student to record his or her behavior, then, the student performs self-monitoring behaviors (Dalton et al, 1999). Therefore, self-monitoring has been identified as more difficult for students with disabilities to use due to lack of external prompts (Dalton et al, 1999;Martella et al, 2012).…”

mentioning

confidence: 99%

“…When external prompts are not provided for the student to record his or her behavior, then, the student performs self-monitoring behaviors (Dalton et al, 1999). Therefore, self-monitoring has been identified as more difficult for students with disabilities to use due to lack of external prompts (Dalton et al, 1999;Martella et al, 2012). (Note: Given the similarities of selfrecording and self-monitoring, and the fact that researchers use these terms interchangeably, the term self-monitoring will be used for the remainder of this paper.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, because evaluations could potentially occur multiple times per day, students more typically earned points or tokens for meeting their goals, which could then be exchanged for primary reinforcers at predetermined intervals or point values (Briesch & Chafouleas, 2009). No studies have specifically investigated the independent effect of using rewards; however, many studies have incorporated rewards as part of a comprehensive package (e.g., Barry & Messer, 2003;Dalton et al, 1999).…”

Section: Self-reinforcementmentioning

confidence: 99%

“…Also problematic is the difficulty in determining the effectiveness of self-evaluation independent of the use of external reinforcement. Given that the evaluation component is often paired with reinforcement administered by teachers or other adults in the classroom environment, it becomes difficult to tease the two apart (e.g., Dalton et al, 1999;Edwards, Salant, Howard, Brougher, & McLaughlin, 1995).…”

Section: Conclusion Implications and Future Directionsmentioning

confidence: 99%

Self-management interventions to reduce disruptive classroom behavior.

Briesch¹,

Briesch²

Self-Regulated Learning Interventions With at-Risk Youth: Enhancing Adaptability, Performance, and Well-Being.

View full text Add to dashboard Cite

Calling out, engaging in side conversations with peers, getting out of one's seat, playing with objects-although common to many classroom settings, these types of disruptions can significantly interfere with the learning of the students involved and their larger community of peers (Walker et al., 1994). A 1995 poll conducted by the American Federation of Teachers found that 17% of classroom teachers reported losing 4 or more hours of instructional time each week due to disruptive behavior (Walker, Ramsey, & Gresham, 2003-2004. As such, a great deal of empirical attention has been paid over the past half century to the development and evaluation of teacherdirected strategies for reducing disruptive behavior; those strategies have ranged from the use of deliberate praise and ignoring to token economies and group contingencies (Stage & Quiroz, 1997). Although positive behavior change has been documented, a central limitation of teacher-directed interventions is that behavior remains externally managed. The importance

show abstract

Utilization of Video Modeling Combined With Self‐monitoring to Increase Rates of On‐task Behavior

King

Radley

Jenson

et al. 2014

Behavioral Interventions

View full text Add to dashboard Cite

The study investigated the effectiveness of an intervention package consisting of self‐monitoring and video modeling to increase on‐task behavior during independent seatwork time in math. Four students in either the second or third grade, identified as displaying high rates of off‐task behavior by their classroom teacher, were included in the study. Results showed immediate, large, and durable changes in on‐task behavior for each of the four participants. At baseline, on‐task behavior of the participants while working on independent math assignments was displayed in 47% of the intervals observed. During the intervention, the participants' average rate of on‐task behavior increased to 85% of the intervals observed. Mean Busk and Serlin (1994) effect size for all four participants was 5.60, with a percentage of non‐overlapping data points effect size of 100%. Observations of the participants 3 weeks following the termination of the study showed that the gains in on‐task behavior were maintained. Both teacher and participant feedbacks concerning the use and effectiveness of the intervention package were positive. Results of the investigation suggest that the intervention package may be an effective and socially valid method for addressing off‐task behaviors of students within the classroom. Copyright © 2014 John Wiley & Sons, Ltd.

show abstract

Untitled

Cited by 47 publications

References 18 publications

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Self-management interventions to reduce disruptive classroom behavior.

Utilization of Video Modeling Combined With Self‐monitoring to Increase Rates of On‐task Behavior

Contact Info

Product

Resources

About