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

• Published in: Journal of instructional psychology Vol. 39; no. 2; p. 119
• Main Authors: McDougall, Dennis, Morrison, Catherine, Awana, Blaine
• Format: Journal Article
• Language: English
• 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

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...