The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Third Advisor's Name
Fourth Advisor's Name
self-monitoring, disabilities, homework, elementary, education, inclusion, strategies
Date of Defense
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.
Falkenberg, Carol Ann, "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom" (2010). FIU Electronic Theses and Dissertations. 298.
Bilingual, Multilingual, and Multicultural Education Commons, Child Psychology Commons, Counseling Psychology Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Gifted Education Commons, Quantitative Psychology Commons, Social Psychology Commons, Special Education Administration Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).