Intensive Intervention Practice Guide: Self-Monitoring Systems to Improve Behavior Outcomes for Students with Comorbid Academic and Behavior Difficulties

Autor/inn/en	Avina, Ashleigh; Boyle, Jessica; Duble Moore, Tobey; Hicks, Elizabeth A.; Wiggins, Diana M.
Institution	Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Titel	Intensive Intervention Practice Guide: Self-Monitoring Systems to Improve Behavior Outcomes for Students with Comorbid Academic and Behavior Difficulties
Quelle	(2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Intervention; Student Behavior; Program Effectiveness; Students with Disabilities; Comorbidity; Learning Disabilities; Behavior Disorders; Self Management; Self Evaluation (Individuals); Self Determination; Behavior Modification; Program Implementation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Selbstmanagement; Selbstbestimmung; Behaviour modification; Verhaltensänderung
Abstract	The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The "Intensive Intervention Practice Guides" are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide discusses the purpose of self-monitoring systems, which is to develop students' self-determination skills by improving the awareness of their own behavior. Crucial components of a self-monitoring system include students observing, evaluating, and recording their own behavior that is explicitly defined; students striving for independence and maintaining positive outcomes; and generalization of these skills beyond the initial training setting. Among the two most common self-monitoring approaches include: (1) a student monitors and records the presence of a behavior; and (2) a student rates their own behavior according to a set of pre-specified criteria. This practice guide provides the benefits of self-monitoring and these two common approaches. (ERIC).
Anmerkungen	Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01