This study was designed to investigate the effect of a self-evaluation program with emotionally handicapped middle school students and to determine if the self-evaluation program produced a positive gain in academic behavior. A second concern was if there was a correlation between words spoken by the subject during the self-evaluation session and that subject's academic success or failure. In addition, the study investigated whether or not an emotionally handicapped middle school student could accurately depict his own success or failure in each self-evaluation session. / A mutliple baseline single subject design was used to measure changes in percent correct reading and arithmetic scores across four subjects. The self-evaluation session was conducted for 30 days, with three of the four subjects showing little or no treatment effect. / One subject showed positive gains in both reading and arithmetic. The high baseline percent correct scores influenced the data and made it difficult to determine if there was a functional relationship between the self-evaluation session and positive gain in academic behavior. Correlations between the words spoken by the subject during the self-evaluation session and academic success or failure were found to be extremely weak. A majority of the subjects did not accurately depict their own academic success or failure. The subject who did show academic gain after treatment institution also was the one who was able to accurately state how he did on academic work. These findings indicate that for the subjects in this study, a self-evaluation session had weak implications for positive academic gains within the EH classroom. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0460. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75046 |
| Contributors | HAMILTON, ROGER KENT., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 167 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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