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Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, could be used to increase on-task behavior of students identified with ADHD and/or behavior disorders. Results from this study indicated that overall the student use of the MotivAider resulted in higher amounts of time on task than teacher use.

The purpose of this dissertation is to investigate whether or not perceptions of organizational politics mediate the relationships between accountants' personality and interpersonal traits and their perceptions of a superior's leadership ability and performance. An accountant who has a higher degree of confidence in his or her superior's abilities is more likely to be committed to a given project, resulting in a better project outcome. This benefits the client and ultimately society as a whole. This study contributes to the accounting and psychology literatures because extant research views perceptions of leadership ability and performance from the perspective of the individual agent, with little or no recognition that social action and interaction shape and mold both the individual agent's actions and perceptions of those actions. Perceived leadership and perceived performance are important in accounting for several reasons. First, individuals act in part in relation and response to the expectations of others. Thus, the perception of effective leadership and performance is gained by meeting the expectations of others. Secondly, accountants with reputations for effectiveness have been found to be more successful in their careers. Finally, the reputation for effectiveness in performance and leadership ability has been shown to increase those abilities. This study draws on the adaptive self-regulation framework as well as other theoretical models of perceived performance. The study results indicate that certain manageable personality, interpersonal, and contextual variables affect how accountants view the level of organizational politics within the workplace. In turn, the accountant's view of the organizations' politics is shown to very strongly affect how the accountant perceives his or her superiors' performance and leadership ability.

Using data collected from the online dating site Match.com, this paper performs a content analysis examining the relationships between race, gender, and sexuality as both independent variables and as intersections on impression management strategies in online dating. Impression management strategies form a foundational core of how people interact with others in social situations. This analysis focuses on impression management strategies by examining how people advertise their body type in a public arena. Analysis also draws upon the types of bodies these people desire in an ideal date, as a second method of looking at the norms surrounding the ideal body type for a given group. Drawing upon intersectionality theories, this paper looks at potential biases in previous online dating literature towards white heterosexuals. Taking this idea into account, this analysis utilizes 892 profiles from major urban centers within the United States, approximately equal in the numbers of whites and blacks, gay/lesbians and heterosexuals, and men and women, in order to examine underrepresented populations in previous online dating literature. Findings show that body type norms based on intersectional race and gender literature appear to be more accurate predictors of proclaimed body type than only those using gender literatures. In addition, sexuality, race, and gender interactions appear to have an effect in the terminology an online dater uses in describing both themselves and the types of bodies desired in ideal dates. Contrary to prior online dating and gender literature, findings also indicate a greater willingness of women compared to men to use terms that indicate their body might be overweight. Theoretical explanations look at how positions relative to hegemonic power may be an overriding influence in the importance of body type impression management strategies.

<p>Low levels of on-task behaviors can be troublesome for both teachers and students leading to difficulties associated with regulating off-task and disruptive behaviors and providing continuous prompts. Research indicates that students with intellectual disabilities (IDs) frequently engage in off-task and disruptive behaviors (e.g., talking, sleeping, and making negative statements). According to teachers, the on-task behaviors of students with IDs are unsatisfactory due to a behavioral deficit; as a result, these students demand more individual time and attention from adults than their typically developing classmates. This dependence on external prompts can have negative consequences for students with IDs, including exclusion from general education classes and school dropout. Although empirical investigations to address on-task behaviors is limited in Türkiye, Turkish educators indicated that one of their primary concerns was to manage off-task behaviors of students with disabilities in their classrooms. General education classroom teachers also have suggested that special education classrooms were a better placement for students with IDs because of the need to manage off-task behaviors via one-on-one or small group instructional arrangements. As a result of these off-task issues, there is a need for interventions to assist teachers in improving on-task behaviors of students with IDs which may, in turn, promote the inclusion of these students into general education classrooms. </p> <p>  One such intervention is self-management. Self-management strategies in general and self-monitoring in particular have been found to be effective in enhancing on-task behaviors of students with IDs due in part to intrusiveness, adaptability, and reactivity impact. These interventions can also be used to promote inclusion because the responsibility of behavior management passes from the teacher to the student.This change in responsibility could leave teachers more time to teach instead of providing continuous prompts given the higher teacher-student ration in general education classrooms. Unfortunately, there are several limitations in self-management research in Türkiye including the following: (a) the implementation of self-management interventions to improve on-task behaviors has been prominently conducted with students with autism spectrum disorders (ASD) and learning disabilities (LD); (b) the vast majority of these interventions has been conducted in segregated settings such as special education classrooms in middle school settings; and (c) systematic planning in generalization and maintenance has been lacking or limited that have caused lack of generalization of increased on-task behaviors to other settings. Given that Türkiye has only two studies investigated self-management interventions with students with IDs, these interventions have similar concerns as Western countries including lack of investigations in general education classrooms and the absence of generalization and maintenance planning.  </p> <p>In the current data set, self-management interventions (i.e., self-monitoring, self-evaluation, token economy) was utilized to improve on-task behaviors of 4 students with IDs in general education classrooms in Türkiye. A single case multiple-baseline across participants design was used. Therefore, this study aimed to investigate (a) the magnitude of the effect of self-monitoring of the on-task behaviors of Turkish students with IDs, (b) the extent to which the on-task behaviors of Turkish students with IDs generalized and maintained after exposure to self-monitoring training, (c) the effect of self-monitoring on the academic behaviors of Turkish students with IDs, and (d) the relationship between the implementation of self-monitoring and teacher reports on changes in students’ on-task behaviors.  Self-management interventions were implemented across three settings (i.e., Turkish-Language Art [TLA], math, social studies), and generalization data were collected in English-Language Art classes (ELA). Additionally, an average of 16-week maintenance data were collected from all the intervention settings (i.e., TLA, math, social studies). Based on two statistical analyses (i.e., Tau-U and Performance Criteria Based Effect Size [PCES]), the effect of self-management interventions was <em>immediate</em>, <em>generalized</em> across settings, and <em>maintained</em> over long period of time. PCESimmediate was computed to be 1.14 with a significant effect. The overall impact of the Tau-<em>U</em> intervention was 1.00 CI95 (.705 to 1.00), with generalization and maintenance effects of 1.00 CI95 (.695 to 1.00) and 1.00 CI95 (.592 to 1.00), respectively. The total PCES values were determined to be 1.2 for high effectiveness, 1.08 for generalization, and 1.2 for strong effect maintenance. The classroom teachers’ overall classroom behavior ratings were also aligned with the increased on-task behaviors. Therefore, study findings suggested that self-management interventions that originated in the West can be implemented in diverse cultural contexts, specifically with Turkish students with IDs in inclusive classrooms. Implications for future studies are discussed.   </p>

This study examined the relationship of childhood exposure to violence and adult aggressive behavior. Researchers have studied this relationship and consequences resulting from high violence exposure, but have not examined protective factors that may reduce negative consequences. Likewise, no one had examined the possible protective factors of self-monitoring, concern for appropriateness, and social support. A total of 1,307 college students completed an online survey assessing childhood exposure to violence, adult aggression, social support, and self-monitoring. Despite the lack of significance for the mediation model, social support, concern for appropriateness, and self-monitoring were all significant moderators in the relationship of exposure to violence and adult aggression. Together, childhood exposure to violence, social support, and concern for appropriateness accounted for 33% of the variance in adult aggression. These findings suggest that less childhood exposure to violence, lower concern for appropriateness, and more social support decrease the risk of aggression in college students.

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