Applying self-recording and self-graphing skills to homework
Shubert, Terresa Hubacek
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The professional literature promotes self-monitoring procedures as effective tools in producing, maintaining, and generalizing positive in-class behavior changes in students with Learning Disabilities (LD) and Emotional/Behavioral Disorders (EBD). The purpose of this study was to analyze the effectiveness of two individual selfmonitoring procedures, self-recording and self-graphing, when used with the spelling homework assignment of four students classified as EBD. The self-monitoring skill interventions were staggered across participants beginning with the self-recording tool. The next phase introduced was the combination of the self-recording and self-graphing interventions, and finally, student choice completed the three experiemental phases. A multiple baseline across subjects design was implemented to evaluate the effectiveness of the interventions. Results indicate self-recording and self graphing are useful tools for increasing homework completion levels for students with EBD. Homework accuracy percentages also increased and overall student achievement levels, as evaluated by weekly quizzes, improved.