Increasing the accuracy of self-recording in speech-anxious undergraduates through the use of self-monitoring training and reliability enhancement procedures.

1977 ◽  
Vol 45 (6) ◽  
pp. 1076-1085 ◽  
Author(s):  
Scott B. Hamilton ◽  
Philip H. Bornstein
Keyword(s):  
Use Of Self ◽  
Self Monitoring ◽  
Monitoring Training ◽  
Reliability Enhancement

Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

The Use of Behavioural Self-Control as a Teaching Tool

1985 ◽  
Vol 9 (2) ◽  
pp. 24-27
Author(s):  
Diana Roe ◽  
Sandi Plummer
Keyword(s):  
Case Studies ◽  
Behaviour Change ◽  
Self Control ◽  
Teaching Tool ◽  
Use Of Self ◽  
Self Assessment ◽  
Self Monitoring ◽  
Control Techniques ◽  
Children’S Behaviour ◽  
Special Children

AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.

Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions

2014 ◽  
Vol 36 (1) ◽  
pp. 14-19 ◽  
Author(s):  
J. Ron Nelson ◽  
Regina M. Oliver ◽  
Michael A. Hebert ◽  
Janet Bohaty
Keyword(s):  
Use Of Self ◽  
Self Monitoring ◽  
Program Fidelity ◽  
Tiered Interventions

scholarly journals Self-Regulated Learning: the essential factor for understanding and improving academic and clinical performance

2020 ◽  
Vol 30 (1) ◽  
pp. 36232
Author(s):  
John Sandars
Keyword(s):  
Goal Setting ◽  
Clinical Performance ◽  
Learning Processes ◽  
Use Of Self ◽  
Essential Factor ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Improved Performance

There is increasing interest in the importance of Self-Regulated Learning for the improvement of academic and clinical performance. Self-Regulated Learning is a dynamic and cyclical metacognitive process that coordinates an individual’s skill (techniques) and will (motivation) to achieve a clearly defined task. There are differences in key Self-Regulated Learning processes between high and low performers, especially goal setting and self-monitoring. Formative feedback on the use of key Self-Regulated Learning processes, which can be identified using microanalysis before, during and after an individual performs a specific task, can lead to improved performance. There is increasing awareness of the importance of both the social and educational environment on the use of Self-Regulated Learning, including the essential influence of the teacher. 

Effect of Response Class on Self-Monitoring Accuracy

1979 ◽  
Vol 49 (1) ◽  
pp. 63-66
Author(s):  
Alvin E. House ◽  
Gerald L. Peterson ◽  
Harriet E. Fitts
Keyword(s):  
Clinical Population ◽  
Clinical Use ◽  
Use Of Self ◽  
Nonverbal Behaviors ◽  
Response Class ◽  
Self Monitoring ◽  
Target Behaviors ◽  
Monitoring Accuracy ◽  
Verbal And Nonverbal Behaviors

The effect of response class on self-monitoring accuracy was investigated in a clinical population. 16 in-patients of a VA hospital self-monitored verbal and nonverbal behaviors in a counterbalanced design. The results supported suggestions of superior self-recording accuracy with nonverbal target behaviors. The implications for clinical use of self-monitoring in assessment are discussed.

scholarly journals Use of self-monitoring tools in a clinic sample of adults with type 2 diabetes

2016 ◽  
Vol 7 (2) ◽  
pp. 358-363 ◽  
Author(s):  
Molly L. Tanenbaum ◽  
Harikrashna B. Bhatt ◽  
Valerie A. Thomas ◽  
Rena R. Wing
Keyword(s):  
Type 2 Diabetes ◽  
Use Of Self ◽  
Self Monitoring ◽  
Clinic Sample ◽  
Monitoring Tools

The use of self-monitoring as a training technique

1984 ◽  
Vol 13 (1) ◽  
pp. 68-71 ◽  
Author(s):  
Jan S. Handleman ◽  
Sandra L. Harris
Keyword(s):  
Use Of Self ◽  
Self Monitoring ◽  
Training Technique
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