Several empirical studies have suggested that self-monitoring is an effective
strategy to increase appropriate behavior in children and adults with developmental
disabilities. Results of a comprehensive review of self-monitoring research with people
who have developmental disabilities revealed that 71% of the participants were trained by
researchers. However, researchers are not typical intervention agents. To ensure that
people who are typically in the participant’s environment (e.g., teachers, parents,
caregivers) can effectively teach people with developmental disabilities to self-monitor
and that this in turn will change the participant’s behavior, it is important that research
examine the effectiveness of self-monitoring when the training is provided by typical
intervention agents. Thus, the purpose of this dissertation study was to investigate the
effects of a self-monitoring intervention package on both teacher and student behavior in the classroom. The self-monitoring intervention package consisted of training teachers to
use self-monitoring, providing feedback on the self-monitoring intervention developed by
the teacher, providing feedback to teachers while training the student to self-monitor, and
providing feedback to teachers while they implemented the self-monitoring intervention
in the classroom. During intervention, the researchers provided feedback to teachers to
ensure that teachers were correctly instructing the students to self-monitor. Teachers then
implemented the self-monitoring intervention without researcher feedback (maintenance).
Teachers required very little to no feedback after the self-monitoring training, feedback
on the self-monitoring intervention they developed, and student self-monitoring training.
The researcher provided immediate feedback during the first session when the self-monitoring
intervention was implemented in the classroom to ensure the teachers
implemented the self-monitoring intervention with fidelity. Rate of inappropriate sitting
decreased for all students after the self-monitoring intervention was introduced, and the
percentage of non-overlapping data metric values indicated that the self-monitoring
interventions were highly effective for three participants and effective for one participant.
Some teachers and some students generalized the use of self-monitoring interventions to
other activities, students, and target behaviors. Social validity measures indicate that self-monitoring
interventions for young children with developmental disabilities are socially
important. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/6618 |
| Date | 22 October 2009 |
| Creators | De La Cruz, Berenice |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Format | electronic |
| Rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. |
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