Date of Award
4-2-2014
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Department of Special Education
First Advisor
April Mustian
Abstract
Students with emotional disturbance (ED) demonstrate educational needs in the domains of behavior and academics. Self-monitoring has been determined to be an effective learning strategy for addressing both of these crucial domains for students with ED. However, the characteristics associated with ED lead to a diverse population of these learners. As a result, further replication of self-monitoring studies are needed to determine the effectiveness on the differing needs of students. The goal of this study was to determine the effect of self-monitoring on the academic engagement of secondary students with ED during mathematics. In addition, the accuracy of self-monitoring by said students was analyzed. Finally, the generalizability of self-monitoring to differing conditions, such as a teacher's absence and other academic subjects, was analyzed for further conclusions. Analysis of the gathered data allowed the researcher to conclude that self-monitoring led to higher means of academic engagement.
Recommended Citation
Theisinger, Clayton, "The Effect of Self-Monitoring on Academic Engagement of Students with Emotional Disturbance" (2014). Theses and Dissertations. 116.
https://ir.library.illinoisstate.edu/etd/116
DOI
http://doi.org/10.30707/ETD2014.Theisinger.C
Page Count
103
Comments
Imported from ProQuest Theisinger_ilstu_0092N_10200.pdf