Date
Spring 2020
Document Type
Master's Thesis (Open Access)
Degree Name
Master of Arts (M.A.)
Department
Teacher Education
Abstract
Self-determination is one of the greatest indicators of post school success for all students. It encompasses a range of abilities such as self-regulation, choice making, goal attainment and autonomy. Students with exceptional needs have a significantly lower level of self-determination than typically developing peers. These students struggle to stay on-task, complete tasks, ask for help, and lack the prerequistory skills needed to possess self-determination. Self-monitoring through a class-wide approach has been a successful method in teaching and improving some of the skills of self-determination and promoting on-task engagement. The purpose of this study was to determine if self-monitoring of assessment (SMA) for students with disabilities in middle school would have a positive impact on a student’s ability to stay on-task during instruction or independent work time. The participants were four eighth grade students with Individualized Education Plans (IEP) and spent 86% of the school day in the general education classroom. On-task behavior was defined as (a) a student sitting in one’s seat or at standing desk, (b) looking at student’s work instructional area or at the teacher, or (c) asking for help when necessary. This study used a single-case withdrawal design or A-B-A-B design. The results from this study indicate SMA is an effective tool to use in teaching students with exceptional needs how to better stay on-task to promote the acquisition of self-determination.
Recommended Citation
Baird, Amanda M., "The Self-Determined Student: Teaching Students With Exceptional Needs Self-Determination Through Class-Wide Self-Monitoring" (2020). Capstone Projects and Master's Theses. 889.
https://digitalcommons.csumb.edu/caps_thes_all/889