Effects of Class-Wide Self-Monitoring on On-Task Behaviors of Preschoolers with Developmental Disabilities

Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx

Y

15

Time on Task; Preschool Children; Developmental Disabilities; Intervention; Interviews; Teacher Attitudes; Student Attitudes; Preschool Teachers; Self Management; Student Behavior; Foreign Countries; Observation; Language Arts; Games; Play; Training; Program Effectiveness; Emergent Literacy

2154-1647

The effects of class-wide self-monitoring on the on-task behaviors of preschoolers with developmental disabilities were determined. Also examined were whether the on-task behaviors of preschoolers with developmental disabilities had approximated the level of typically developing peers at the end of intervention, and classroom teachers and typically developing peers were interviewed on their opinions of the intervention. Four preschool children with developmental disabilities were involved in the research. In order to evaluate class-wide self-monitoring, a multiple-baseline design over the participants was used and replicated with three activities in the study. Class-wide self-monitoring was found to be effective in increasing the on-task behaviors of preschoolers with developmental disabilities, and their average on-task behaviors nearly approximated the average of the on-task behaviors of typically developing peers. Interviews were conducted to determine whether social validity indicated that the typically developing children and teachers expressed positive opinions of class-wide self-monitoring.

As Provided

39

2015

EJ1082558