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dc.contributor.authorMarsh, Breanne
dc.contributor.programMasters of Educationen_US
dc.descriptionTo see paper in its entirety contact or call (410)337-6075.en_US
dc.description.abstractThe 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.en_US
dc.format.extent27 p.en_US
dc.genreaction research papersen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshSelf-monitoring -- Research
dc.subject.lcshAttention-deficit hyperactivity disorder -- Research
dc.subject.lcshBehavior disorders in children -- Research
dc.titleThe Effect of Self-Monitoring on Calling Out Behaviors in Third Grade Students, Including Those with Attention Deficit Hyperactive Disorderen_US

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