The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general edu...

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Bibliographic Details
Published inJournal of the Association for Persons with Severe Handicaps Vol. 26; no. 1; pp. 25 - 36
Main Authors Gilberts, Guy H., Agran, Martin, Hughes, Carolyn, Wehmeyer, Michael
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2001
Subjects
Inclusive Schools
Interpersonal Communication
Interpersonal Competence
Middle School Students
Middle Schools
Peer Relationship
Peer Teaching
Self Evaluation (Individuals)
Severe Disabilities
Social Skills Training
Student Behavior
self-monitoring strategies
survival skills
classroom participation
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Summary:This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed.
ISSN:0749-1425
0274-9483
2169-2408
DOI:10.2511/rpsd.26.1.25