Auto-Graph: Considering the Utility of Student Behaviour Self-Monitoring for Inclusive Schools

Autor/in	Jull, Stephen K.
Titel	Auto-Graph: Considering the Utility of Student Behaviour Self-Monitoring for Inclusive Schools
Quelle	In: Journal of Research in Special Educational Needs, 6 (2006) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2006.00056.x
Schlagwörter	Feedback (Response); Student Needs; Student Behavior; Early Intervention; Classrooms; Inclusion; Antisocial Behavior; Behavior Patterns; School Personnel; Reflection; Goodness of Fit; Elementary Schools; Emotional Disturbances; Behavior Disorders + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Classroom; Klassenraum; Inklusion; Schulpersonal; Elementary school; Grundschule; Volksschule; Gefühlsstörung
Abstract	This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two "inclusive" mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10