Improving Cooperation Skills through a Mnemonic for Self-Monitoring

Autor/inn/en	Fuller, Marcus C.; Ura, Sarah K.; Vannest, Kimberly J.
Titel	Improving Cooperation Skills through a Mnemonic for Self-Monitoring
Quelle	In: Intervention in School and Clinic, 55 (2020) 5, S.294-300 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuller, Marcus C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451219881712
Schlagwörter	Skill Development; Mnemonics; Self Management; Cooperation; Interpersonal Competence; Emotional Development; Social Development; Classroom Techniques; Direct Instruction; Learning Disabilities; Behavior Disorders; Emotional Disturbances; Students with Disabilities; Intervention; Scaffolding (Teaching Technique); Behavior Change; Program Implementation + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Mnemotechnik; Selbstmanagement; Co-operation; Kooperation; Interpersonale Kompetenz; Gefühlsbildung; Soziale Entwicklung; Klassenführung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Learning handicap; Lernbehinderung; Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in "reactivity theory," is an evidence-based practice that can help students improve their cooperation skills. The use of mnemonics is a common practice to assist in identifying the important components of any intervention. Using mnemonics and self-monitoring is efficient for academic and social skills. Combining them to improve cooperation skills would produce both academic and social benefit while allowing the teacher to maintain classroom instruction. The article illustrates the pairing of mnemonics and self-monitoring to target cooperation skills with explicit instruction for implementation. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01