Individuals with intellectual and developmental disabilities (IDD) are going to college to earn certificates of completion in ever-increasing numbers in the pursuit of obtaining competitive employment (Cullen, Simmons-Reed, & Weaver, 2017). However, these students may need more support in order to reach their full potential and to survive and thrive independently as they transition to adulthood. Learning how to self-monitor is an important skill for success in college and employment. Unfortunately, there are significant gaps in the literature on self-monitoring for students with IDD who are attending post-secondary institutions. A preliminary search of the literature has revealed very few studies applicable to self-monitoring behaviors in college-aged individuals with IDD. This paper will reflect the results of a detailed search of the peer-reviewed literature surrounding this topic.
Available at: http://works.bepress.com/stephanie-devine/48/
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