東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Behavioral Self-Regulation: A Compar...

Estrapala, Sara.

FindBook

Google Book

Amazon

博客來

Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring./
作者:	Estrapala, Sara.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	173 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961255
ISBN:	9798662479531

Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring.
Estrapala, Sara.

Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 173 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2020.

This item must not be sold to any third party vendors.

Students with disabilities often exhibit low rates of academic engagement (Barrett, Bradshaw, & Lewis-Palmer, 2008; Harrison et al., 2012), which directly impacts in- and post-school success (Wagner et al., 2006). Fortunately, self-regulation interventions have a long history of improving academic engagement (Bruhn et al., 2015, 2016; Carter et al., 2011). Self-regulation interventions often target multiple strategies (e.g., goal-setting, self-monitoring, self-evaluation) and include multiple components (e.g., feedback, reinforcement), yet it remains unknown which strategies have a greater impact on academic engagement. In this dissertation, I implemented a multiple-probe single-case design with an alternating treatments component to evaluate the differential impact of self-set daily goal reminders versus self-monitoring on the academic engagement of high school students with challenging behavior who were receiving special education services (i.e., labeled "eligible individual" in state of Iowa). Visual analysis indicated no functional relations existed between academic engagement and either goal reminders or self-monitoring. However, two students demonstrated modest improvements in engagement when using goal reminders and one student demonstrated improvements when using self-monitoring. Within the comparative phase in which treatments were randomly alternated, there was no clear separation of data paths, indicating there was no superior treatment. Practical implications, limitations, and directions for future research are discussed.

ISBN: 9798662479531Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Behavior

Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring.
LDR:02659nmm a2200349 4500 001 2278041
005 20210611082009.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662479531
035 $a (MiAaPQ)AAI27961255
035 $a AAI27961255
040 $a MiAaPQ $c MiAaPQ
100 1 $a Estrapala, Sara. $3 3556403
245 1 0 $a Behavioral Self-Regulation: A Comparison of Goal Reminders and Self-Monitoring.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Bruhn, Allison L.
502 $a Thesis (Ph.D.)--The University of Iowa, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Students with disabilities often exhibit low rates of academic engagement (Barrett, Bradshaw, & Lewis-Palmer, 2008; Harrison et al., 2012), which directly impacts in- and post-school success (Wagner et al., 2006). Fortunately, self-regulation interventions have a long history of improving academic engagement (Bruhn et al., 2015, 2016; Carter et al., 2011). Self-regulation interventions often target multiple strategies (e.g., goal-setting, self-monitoring, self-evaluation) and include multiple components (e.g., feedback, reinforcement), yet it remains unknown which strategies have a greater impact on academic engagement. In this dissertation, I implemented a multiple-probe single-case design with an alternating treatments component to evaluate the differential impact of self-set daily goal reminders versus self-monitoring on the academic engagement of high school students with challenging behavior who were receiving special education services (i.e., labeled "eligible individual" in state of Iowa). Visual analysis indicated no functional relations existed between academic engagement and either goal reminders or self-monitoring. However, two students demonstrated modest improvements in engagement when using goal reminders and one student demonstrated improvements when using self-monitoring. Within the comparative phase in which treatments were randomly alternated, there was no clear separation of data paths, indicating there was no superior treatment. Practical implications, limitations, and directions for future research are discussed.
590 $a School code: 0096.
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
653 $a Behavior
653 $a Goal-setting
653 $a Self-monitoring
653 $a Self-regulation
690 $a 0529
690 $a 0201
710 2 $a The University of Iowa. $b Teaching & Learning. $3 1673400
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0096
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961255