• Login
    View Item 
    •   Maryland Shared Open Access Repository Home
    • eScholarship@Goucher
    • Goucher College Graduate Works
    • Goucher College Master of Education
    • View Item
    •   Maryland Shared Open Access Repository Home
    • eScholarship@Goucher
    • Goucher College Graduate Works
    • Goucher College Master of Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The Effect of Self-Monitoring on Calling Out Behaviors in Third Grade Students, Including Those with Attention Deficit Hyperactive Disorder

    Thumbnail
    Permanent Link
    http://hdl.handle.net/11603/2482
    Collections
    • Goucher College Master of Education
    Metadata
    Show full item record
    Author/Creator
    Marsh, Breanne
    Date
    2011-05
    Type of Work
    27 p.
    Text
    action research papers
    Program
    Masters of Education
    Rights
    Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
    Subjects
    Education -- Research papers (Graduate)
    Self-monitoring -- Research
    Attention-deficit hyperactivity disorder -- Research
    Behavior disorders in children -- Research
    Abstract
    The purpose of this study was to investigate the effectiveness of a self-monitoring strategy in reducing calling out behavior in a classroom of third grade students (n = 8) with a high proportion of students with ADHD. The subjects were from a convenience sample and served as their own controls. The self-monitor form and the observer evaluation form used in this study were created by the investigator. The frequency of calling out behaviors per student was recorded on these forms. The self-monitor form was a post-it note on students’ desks. The mean number of call-outs per child was significantly less during the four week intervention period (Mean = 8.38, SD = 9.74) than during the (weighted) two week baseline period (Mean = 20.75, SD = 22.75) [t(7) = 2.49, p < .05 ]. Therefore, the results support the efficacy of self-monitoring checklists to reduce disruptive behaviors among students with ADHD and similar behavioral characteristics. Other implications and ideas for future research are discussed.


    Goucher College
    1021 Dulaney Valley Road
    Baltimore, MD 21204

    www.goucher.edu

    Contact Information:
    kristen.welzenbach@goucher.edu
    library.goucher.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.

     

     

    My Account

    LoginRegister

    Browse

    This CollectionBy Issue DateTitlesAuthorsSubjectsType

    Statistics

    View Usage Statistics


    Goucher College
    1021 Dulaney Valley Road
    Baltimore, MD 21204

    www.goucher.edu

    Contact Information:
    kristen.welzenbach@goucher.edu
    library.goucher.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.