Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation

Author:

Boyle Joseph R.,Hughes Charles A.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference27 articles.

1. Anderson-Inman, L., Paine, S. C., & Deutchman, L. (1984). Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings.Analysis and Intervention in Developmental Disabilities, 4, 137?155.

2. Beery, K. E. (1982).Revised administration, scoring, and teaching manual for the Developmental Test of Visual-Motor Integration. Cleveland: Modern Curriculum Press.

3. Blick, D. W., & Test, D. W. (1987). Effects of self-recording on high school students' on task behavior.Leaning Disability Quarterly, 10, 203?213.

4. Cohen, J. (1960). A coefficient of agreement of nominal scales.Educational and Psychological Measurement, 20, 37?46.

5. Gardner, W. I., & Cole, C. L. (1988). Self-monitoring procedures. In E. S. Shapiro & T. R. Kratochwill (Eds.),Behavioral assessment in schools (pp. 206?246). New York: Guilford Press.

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