This study utilized a multiple baseline design across two study skills to examine the impact of a self-monitoring checklist and performance feedback on the implementation of study skills for seven college students with disabilities. The accuracy with which students performed study skills was calculated as a percentage based on the number of correct study skill steps completed during a college course divided by the total number of treatment steps. The results show that three of the seven students markedly increased the accurate use of the notetaking and study guide skills immediately when provided with a self-monitoring checklist and performance feedback, whereas the other four students had more variable results. However, following a booster session, all students' performance increased following intervention. Results were socially validated by students who indicated they were generally satisfied with the intervention and found it to be useful when studying for the college class.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-7259 |
| Date | 01 May 2003 |
| Creators | Mecham, Sherrie |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. |
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