Effects of a self-monitoring strategy to increase classroom task completion for high school students with moderate intellectual disability

Yi Fan Li*, Dalun Zhang, Carly B. Gilson, Hsinyi Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The current study was conducted in Taiwan to examine the effectiveness of using a self-monitoring strategy to increase the percentage of completion of classroom tasks for three high school seniors with moderate intellectual disability. We used a multiple-probe-across-subjects single-case design to evaluate the use of a self-monitoring tool to increase task completion. The unique feature for this study is that learning characteristics of participants were considered while designing the self-monitoring strategy. The primary result of the study is that the self-monitoring strategy was effective. Participants used the self-monitoring tool more often when guided by visual prompts and rhymes, and their differential decision-making and reasoning behaviors increased their motivation for learning. We share implications for research and suggestions for teachers when applying the self-monitoring strategy.

Original languageEnglish
Pages (from-to)263-273
Number of pages11
JournalEducation and Training in Autism and Developmental Disabilities
Volume54
Issue number3
Publication statusPublished - 2019

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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