Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers' Behavior during Academics

Autor/inn/en	Feeney, Danielle M.; Morgan, Joseph J.; Rodgers, Wendy J.; Brown, Monica R.; Relles, Stefani R.
Titel	Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers' Behavior during Academics
Quelle	In: Learning Disability Quarterly, 46 (2023) 4, S.261-275 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221145189
Schlagwörter	Middle School Students; Goal Orientation; Inner Speech (Subvocal); Cognitive Processes; Student Behavior; Intervention; Students with Disabilities; Behavior Change; Objectives; Success; Instruction; Learning Disabilities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Zielorientierung; Zielvorstellung; Inneres Sprechen; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Disability; Disabilities; Studentin; Behinderung; Goal definition; Zielsetzung; Erfolg; Teaching process; Unterrichtsprozess; Learning handicap; Lernbehinderung
Abstract	A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and academics during independent academic work. The intervention consisted of four phases including baseline, student training of STM+GOT, intervention in a self-contained classroom, and generalization in an inclusive classroom. Data on students' target behavior were collected using momentary time sampling with 1-min intervals over a period of 15 consecutive minutes. Permanent product recording was used to collect data on the work tasks of each student. Results indicated that all four students decreased their occurrences of their target behavior across both intervention and generalization; three of the four students increased work completion rates but with less consistency than the change in target behaviors. Implications for practice and future research are discussed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01