Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder
We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent spelling practice period in the general ed...
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Published in | Behavior analysis in practice Vol. 4; no. 1; pp. 37 - 45 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Cham
Springer International Publishing
01.06.2011
Springer Nature B.V ABA International |
Subjects | |
Online Access | Get full text |
ISSN | 1998-1929 2196-8934 2196-8934 |
DOI | 10.1007/BF03391773 |
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Summary: | We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent spelling practice period in the general education environment. We also compared their on-task levels to that of peers without disabilities in the same classroom context before and after the self-monitoring intervention. Our results showed that time on-task and spelling accuracy increased for the students diagnosed with ADHD during independent spelling practice after the teacher taught them how to self-monitor. These same students’ on-task behavior also increased to levels comparable to that of their peers. Suggestions for educators interested in teaching their students self-monitoring strategies are included following a discussion of the results of the analysis. |
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Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
ISSN: | 1998-1929 2196-8934 2196-8934 |
DOI: | 10.1007/BF03391773 |