Students with disabilities use tactile cued self-monitoring to improve academic productivity during independent tasks

In these two studies, students with disabilities improved their academic productivity during independent practice activities, after their teachers trained them to use a tactile cued self-monitoring device called the MotivAider. While students worked, the MotivAider, placed in the students' pock...

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Bibliographic Details
Published inJournal of instructional psychology Vol. 39; no. 2; p. 119
Main Authors McDougall, Dennis, Morrison, Catherine, Awana, Blaine
Format Journal Article
LanguageEnglish
Published Mobile George Uhlig Publisher 01.06.2012
Journal of Instructional Psychology
Subjects
Academic Achievement
Algebra
At Risk Students
Attention deficit disorder
Attention Deficit Hyperactivity Disorder
Autism
Behavior
Classroom Environment
Classroom management
Cues
Educational Change
Elementary School Mathematics
Emotional Disturbances
Equipment and supplies
General Education
Hyperactive children
Independent study
Mathematics education
Mathematics Instruction
Mathematics Skills
Mathematics teachers
Methods
Motivation in education
Productivity
Self-regulated learning
Special Education Teachers
Stimuli
Student Behavior
Students with Disabilities
Studies
Teaching
Teaching Methods
Training
Worksheets
Writing Instruction
United States
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Summary:In these two studies, students with disabilities improved their academic productivity during independent practice activities, after their teachers trained them to use a tactile cued self-monitoring device called the MotivAider. While students worked, the MotivAider, placed in the students' pocket, vibrated periodically, thereby cueing students to ask themselves if they were doing their work. Then students checked yes or no on a self-recording form and immediately resumed their work. In Study 1, a 10th-grader with Attention Deficit Hyperactivity Disorder tripled the number of responses he wrote when solving linear equations in a general education Algebra class. In Study 2, a 7th-grader with emotional disturbance reduced, by two-thirds, the time he took to complete vocabulary word-of-the-day task, in a self-contained special education program, during English class. This article includes training procedures, practical tips, and resources for teachers who would like to help their students self-monitor academic performance or social behaviors. Both studies illustrate how to apply practically the principle of reactivity, derived from cognitive-behavioral theory, whereby raising ones own awareness of behavior can prompt improvements in an individual's performance. [PUBLICATION ABSTRACT]
ISSN:0094-1956