Increasing on-task behavior in the classroom: Extension of self-monitoring strategies
Increasing on-task behavior in the classroom: Extension of self-monitoring strategies
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DOI：
10.1002/pits.20137
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发表时间：
2006-02-01
影响因子：
2
通讯作者：
Doepke, KJ
中科院分区：
文献类型：
--
作者：
Amato-Zech, NA;Hoff, KE;Doepke, KJ
我们在特殊教育教室中检验了触觉自我监控提示对提高 3 名小学生的任务行为的有效性。学生们被教导使用 MotivAider (MotivAider, 2000) 来自我监控自己的注意力，这是一种电子蜂鸣器，通过振动为自我监控提供触觉提示。每个参与者都使用了ABAB逆转设计。结果表明，实施自我监控干预后，学生的任务行为从观察到的时间间隔的平均 55% 增加到 90% 以上。此外，教师和学生对这种自我监测干预措施的治疗可接受性给予了高度评价。局限性。讨论了这些发现的影响和未来方向。 (c) 2006 年 Wiley 期刊公司
We examined the effectiveness of a tactile self-monitoring prompt to increase on-task behaviors among 3 elementary-aged students in a special education classroom. Students were taught to self-monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self-monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self-monitoring intervention, students increased on-task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self-monitoring intervention. Limitations. implications, and future directions of these findings are discussed. (c) 2006 Wiley Periodicals, Inc.