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dc.contributor.authorShubert, Terresa Hubacek
dc.date.accessioned2014-03-03T21:20:50Z
dc.date.available2014-03-03T21:20:50Z
dc.date.issued2004-05
dc.identifier.othershubert_terresa_h_200405_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/shubert_terresa_h_200405_phd
dc.identifier.urihttp://hdl.handle.net/10724/21677
dc.description.abstractThe 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectSelf-Recording
dc.subjectSelf-Graphing
dc.subjectHomework
dc.subjectEmotional Behavioral Disorders
dc.subjectAchievement
dc.titleApplying self-recording and self-graphing skills to homework
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentSpecial Education
dc.description.majorSpecial Education
dc.description.advisorCynthia O. Vail
dc.description.committeeCynthia O. Vail
dc.description.committeeShanna Hagan Burke
dc.description.committeeThomas Clees
dc.description.committeePhil McLaughlin
dc.description.committeeArthur Horne


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