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.

Comments

Imported from ProQuest Theisinger_ilstu_0092N_10200.pdf

DOI

http://doi.org/10.30707/ETD2014.Theisinger.C

Page Count

103

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