The Who, What, Where, When, and Why of Self-Monitoring of Student Behaviour

Autor/inn/en	Anderson, Anastasia; Wheldall, Kevin
Titel	The Who, What, Where, When, and Why of Self-Monitoring of Student Behaviour
Quelle	In: Australasian Journal of Special Education, 28 (2004) 2, S.30-64 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1080/1030011040280204
Schlagwörter	Disabilities; Program Effectiveness; Student Behavior; Attention; Productivity; Predictor Variables; Self Management; Interpersonal Competence + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Student behaviour; Schülerverhalten; Aufmerksamkeit; Produktivität; Prädiktor; Selbstmanagement; Interpersonale Kompetenz
Abstract	This article analysed 44 studies between 1991 and 2003 which report on the effectiveness of self-monitoring in improving academic, behavioral and social skills of students with a range of disabilities. Using prior reviews by Reid (1996), and Webber, Scheduermann, McCall and Coleman (1993) as a model, study variables were tabulated and analysed. Strengths, weaknesses, and factors which increased the effectiveness of self-monitoring were discussed. Analysis of study variables found self-monitoring of attention, productivity or accuracy effectively increased a range of dependent variables, with productivity producing the greatest reactivity under certain circumstances. However, reactivity was idiosyncratic to participant, setting, and task variables, and teachers should consider student preferences and class pragmatics when choosing monitoring conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10