Using Self-Monitoring to Support Student Behavior in a Juvenile Justice Facility

Autor/inn/en	Lively, Rachel; Myers, Diane; Levin, Joel R.
Titel	Using Self-Monitoring to Support Student Behavior in a Juvenile Justice Facility
Quelle	In: Journal of Correctional Education, 70 (2019) 1, S.36-52 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-2708
Schlagwörter	Self Evaluation (Individuals); Student Behavior; Institutionalized Persons; Juvenile Justice; Attention Control; Intervention; Secondary School Students + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Jugendgerichtshilfe; Aufmerksamkeitstest; Sekundarschüler
Abstract	Limited research exists on self-monitoring interventions with incarcerated youth. In this pilot study, we implemented a randomized multiple-baseline design to investigate whether there is a functional relation between self-monitoring and an increase in the on-task behavior of three male students in a secure juvenile justice facility. The self-monitoring intervention consisted of a worksheet to track behavior, a watch to remind students to record their behavior every 5 minutes, and training in how to use the watch and worksheet. Results indicated the self-monitoring intervention was associated with an increase in on-task behavior across participants; there was an immediate and clear separation of levels between the baseline and intervention phases for all three participants. We discuss implications of these findings, as well as future directions for similar research in juvenile justice settings. (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01