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Article
Effects of a Self-Monitoring Intervention on Children with Traumatic Brain Injury
Journal of Applied School Psychology
  • Susan C. Davies, University of Dayton
  • Kevin M. Jones, Louisiana State University - Shreveport
  • Mary Ann Rafoth, Indiana University of Pennsylvania - Main Campus
Document Type
Article
Publication Date
1-1-2010
Abstract
The purpose of this study was to examine the effects of a self-monitoring intervention on teachers’ direct behavior ratings of 3 students with traumatic brain injury. The authors used a multiple-baseline-across-participants design to evaluate the effect of the strategy on each child's classwork and classroom behavior. The self-monitoring strategy included 3 components: self-ratings, matching self-ratings and teacher ratings, and teacher feedback. Results indicated that the strategy improved performance for all three children, as well as self-monitoring accuracy. The authors discuss the implications for future research, including the need for a component analysis of self-monitoring treatments.
Inclusive pages
308-326
ISBN/ISSN
1537-7903
Publisher
American Academy of School Psychology
Peer Reviewed
Yes
Citation Information
Susan C. Davies, Kevin M. Jones and Mary Ann Rafoth. "Effects of a Self-Monitoring Intervention on Children with Traumatic Brain Injury" Journal of Applied School Psychology Vol. 26 Iss. 4 (2010)
Available at: http://works.bepress.com/susan_davies/45/