Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry

1989 ◽  
Vol 14 (4) ◽  
pp. 215-225 ◽  
Author(s):  
Madeline Miller ◽  
Sidney R. Miller ◽  
John Wheeler ◽  
Jim Selinger
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Classroom Behaviors ◽  
Academic Skill ◽  
Cognitive Behavior Modification ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Inappropriate Behaviors ◽  
Treatment Package ◽  
Self Instruction

This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.

Self-Management with Behaviorally Disordered Students in School Settings: A Promise Unfulfilled?

1989 ◽  
Vol 14 (4) ◽  
pp. 250-262 ◽  
Author(s):  
Charles A. Hughes ◽  
Kathy L. Ruhl ◽  
Anjali Misra
Keyword(s):  
Self Management ◽  
Future Research ◽  
Professional Literature ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Self Evaluation ◽  
School Settings ◽  
Management Procedures ◽  
Procedural Concerns ◽  
Self Instruction

Self-management procedures have been promoted in the professional literature as effective in producing, maintaining, and generalizing behavior changes in behaviorally disordered students. Additional purported advantages are increased student involvement in the behavior change process with a concurrent decrease in teacher involvement. The present review was conducted to evaluate studies of self-management procedures (i.e., self-evaluation, self-instruction, self-monitoring, and self-reinforcement) used with behaviorally disordered students in school settings. While general support for these techniques was found, many procedural concerns must be addressed in future research before educators can use them with confidence and efficiency.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

Training Students With Behavioral Problems to Recruit Teacher Praise

2017 ◽  
Vol 27 (1) ◽  
pp. 37-44
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Karen Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Emotional And Behavioral Disorders ◽  
Classroom Behaviors ◽  
Teacher Praise ◽  
Inappropriate Behaviors ◽  
And Training

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With minimal planning and training, students can begin recruiting the attention they seek while you begin delivering the praise needed to encourage and maintain appropriate behaviors.

A Component Analysis of Self-Management Training with Behaviorally Disordered Youth

1992 ◽  
Vol 17 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Samuel A. Digangi ◽  
John W. Maag
Keyword(s):  
Management Training ◽  
Interaction Effects ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Research And Practice ◽  
Self Evaluation ◽  
Verbal Behaviors ◽  
Self Instruction ◽  
Three Components

The purpose of this study was to analyze the interaction effects among three components of self-management training: self-monitoring, self-evaluation/self-reinforcement, and self-instruction upon the appropriate and inappropriate verbal behaviors of three behaviorally disordered students. An extension of the A-B-A-B design was used to assess interaction effects. A combination of all three components and the combination of self-instruction and self-monitoring were the most effective treatments across all three subjects. Self-monitoring and self-evaluation/self-reinforcement, when employed as individual treatments, were least effective, while self-instruction was the most effective treatment when employed in isolation. Implications for research and practice are discussed.

The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors

1993 ◽  
Vol 18 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Sandra Hogan ◽  
Mary Anne Prater
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Disruptive Behavior ◽  
Peer Tutoring ◽  
Disruptive Behaviors ◽  
Management Training ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
On Task Behavior

The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutor's disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutee's on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.

Using Self-Monitoring of Performance With Self-Graphing to Increase Academic Productivity in Math

2017 ◽  
Vol 26 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Jenny C. Wells ◽  
Patricia H. Sheehey ◽  
Michael Sheehey
Keyword(s):  
Academic Performance ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Important Predictor ◽  
Academic Productivity ◽  
Self Monitoring ◽  
Achievement In Mathematics ◽  
Math Proficiency

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

Executive Function, Metacognition, and Language: Promoting Student Success With Explicit Strategy Instruction

2021 ◽  
pp. 1-14
Author(s):  
Lynn Meltzer ◽  
Michael Aaron Greschler ◽  
Kim Davis ◽  
Caitlin Vanderberg
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Student Success ◽  
Dominant Role ◽  
Strategy Instruction ◽  
Language And Literacy ◽  
Self Monitoring ◽  
Important Relationship ◽  
Assessment And Treatment ◽  
The Impact

Purpose The purpose of this clinical focus article was to discuss the important relationship between executive function and language skills and to provide speech-language pathologists (SLPs) with strategies for promoting student success. Background and Method The impact of executive function processes on language and literacy begins in the preschool years and becomes increasingly important from third grade onward. These executive function processes play a more dominant role when tasks require students to integrate and synthesize multiple linguistic and other subskills in order to read and comprehend, write, complete projects, and study for quizzes and tests. In this clinical focus article, we provide a brief overview of research-based executive function strategies that are beneficial for all learners and are essential for students with language weaknesses as well as learning and attention difficulties. We focus on the key executive function processes that are the foundation of academic performance, namely, goal setting, organizing and prioritizing, thinking and problem-solving flexibly, accessing information in working memory, and self-monitoring. We discuss a theoretical framework for understanding and promoting metacognition and executive function as part of assessment and treatment plans for SLPs. Finally, we address the importance of executive function strategies for improving students' effort, academic performance, and resilience. Conclusion SLPs can promote student success by offering structured and systematic approaches to teaching executive function strategies.

scholarly journals Screen media and academic performance in the seventh graders

2014 ◽  
Vol 54 (3) ◽  
pp. 155
Author(s):  
Ratu Meulya Rezeki ◽  
Soedjatmiko Soedjatmiko ◽  
Abdul Latief
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Behavioral Problems ◽  
Learning Strategy ◽  
Junior High ◽  
Female Gender ◽  
Screen Media

Background Excessive screen media exposures have manynegative impacts on children, including academic performance.Studies on the impacts of screen media on academic performancehave been limited, especially in Indonesia.Objective To assess screen media use and academic performanceof7th graders in a junior high school, and to evaluate other factorspotentially affecting student academic performance.Methods This was a cross-sectional study using surveys,questionnaires, and 12-day logbooks, conducted from May toJuly 2012. Students were 129 students in the 7,h grade of JuniorHigh Sch ool 115 in Jakarta and selected by consecutive sampling.Chi square test and multivariate analyses with logistic regressioncalculations were used for statistical analysis.Results The prevalences of students using screen media for > 2hours per day were 39.5% on weekdays and 64.3% on weekends.The prevalence of students using screen media that was notappropriate for their age was 69% on weekdays and 63.6% onweekends. Screen media content on weekdays and weekendshad no impact on academic performance (OR 0.56; 95%CI 0.26to 1.20; P=0.136 and OR 0.97; 95%CI 0.47 to 1.00; P=0.934,respectively) . In addition, the duration of screen media useon weekdays and weekends had no association with academicperformance (OR 0.60; 95%CI 0.30 to 1.23; P=0.161 andOR 0.90; 95%CI 0.44 to 1.86; P=0.782, respectively). Factorssignificantly associated with students' above average academicperformance were female gender (OR 3 .26; 95%CI 1.38 to7.74; P=0.007), superior intelligence quotient (IQ) comparedto average IQ (OR 4.63; 95%CI 1.66 to 12.9; P=0.003), highlysuperior IQ compared to average IQ (OR 5.45; 95%CI 1.51 to19.64; P=0.009), as well as achievement motivation and existenceof learning strategy, including intermediate vs. low motivation(OR 4.09; 95%CI 1.14 to 14.7 ; P=0.031), and high vs . lowmotivation (OR61.1; 95%CI 7.42 to 502.95; P<0.001); lack ofemotional and behavioral problems (OR 0.45; 95%CI 0.37-0.54;P= 0.01); and democratic parenting style (OR 0.45; 95%CI 0.37to 0.55; P=0.022).Conclusion There is no association between screen media useand academic performance in junior high school students. Factorssignificantly associated with above average academic performanceare female gender, superior and very superior IQ score, middleand high achievement motivation and learning strategy, lack ofemotional and behavioral problems, and democratic parentingstyle.

scholarly journals Exploring Biology: A Vision and Change Disciplinary First-Year Seminar Improves Academic Performance in Introductory Biology

2018 ◽  
Vol 17 (2) ◽  
pp. ar22 ◽  
Author(s):  
Caroline J. Wienhold ◽  
Janet Branchaw
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Research University ◽  
Positive Impact ◽  
First Year ◽  
Academic Skill ◽  
Introductory Biology ◽  
Core Concepts ◽  
Introductory Biology Course ◽  
First Year Seminar

The transition to college is challenging for most students, especially those who aspire to major in the science, technology, engineering, or mathematics disciplines, in which introductory courses can be large and instruction less than optimal. This paper describes a novel, disciplinary first-year seminar (FYS) course, Exploring Biology, designed to address many of the challenges facing aspiring biology students beginning their academic careers at a large public research university. The course addresses typical FYS goals, such as community building, introduction to resources, and academic skill development, and introduces students to the core concepts of biology defined in the 2011 Vision and Change report. Relative to a matched comparison group of students, Exploring Biology alumni were retained at higher rates and had higher levels of academic performance in a subsequent introductory biology course, suggesting Exploring Biology has a positive impact on future academic performance in the discipline. Results from course evaluations and an alumni survey show that, overall, students valued both the FYS components and biology components of the course. These results provide evidence that the Exploring Biology disciplinary FYS model is an intervention that may increase academic success and retention in biology.

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