Date of Award
Master of Science (MS)
Department of Special Education
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.
Theisinger, Clayton, "The Effect of Self-Monitoring on Academic Engagement of Students with Emotional Disturbance" (2014). Theses and Dissertations. 116.
Imported from ProQuest Theisinger_ilstu_0092N_10200.pdf