Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders

Autor/inn/en	Pettrey, Katherine V.; Lastrapes, Renee E.; Mooney, Paul
Titel	Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders
Quelle	In: Beyond Behavior, 31 (2022) 1, S.65-75 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pettrey, Katherine V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/10742956211072480
Schlagwörter	Emotional Disturbances; Behavior Disorders; Mathematics Instruction; Intervention; Program Development; Program Implementation; Program Evaluation; Self Management; Mathematics Skills; Schemata (Cognition); Cues; Visual Aids; Elementary Secondary Education; Students with Disabilities + Suchen Sie Ihr Suchwort? Gefühlsstörung; Mathematics lessons; Mathematikunterricht; Programmplanung; Programme evaluation; Programmevaluation; Selbstmanagement; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognition; Schema; Kognition; Stichwort; Anschauungsmaterial; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The present article provides educators of students with emotional and behavioral disorders with information on how to develop students' math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01