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| Students and Self-Monitoring |
| Sunday, September 29, 2019 |
| 10:30 AM–11:20 AM |
| Stockholm Waterfront Congress Centre, Level 2, C4 |
| Chair: Konstantinos Rizos (Forest Bridge School) |
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The Effects of a Self-Monitoring System on Social Skills: Two Case Studies |
| Area: AUT |
| Domain: Applied Research |
| KONSTANTINOS RIZOS (Forest Bridge School, Berkshire, UK), Susan E. Tirella (Forest Bridge School), Tugba Yildirim (Forest Bridge School), Athanasios Vostanis (University of Kent, Tizard Centre) |
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| Abstract: Self-monitoring has been applied successfully on various behaviours (Hoff & DuPaul, 1998). Two case studies examined the effect of a self-monitoring procedure on four social skills. Two male students (15 & 14 years old) diagnosed with Autism Spectrum Disorder (ASD) participated in the studies. Both were working towards academic qualifications in a special education school. Social Skills Improvement System (SSIS) was administered to evaluate their social skills. Two skills were selected for each participant. Specifically, (a) contributions to lesson discussions and (b) emitted negative comments for participant A, and (c) non-compliance, and (d) making eye-contact for participant B. A non-concurrent multiple baseline across behaviours design was utilised for each experiment. Procedure fidelity data were collected for 26% of the overall treatment sessions with an overall adherence of 94% across both studies. During the intervention the participants collected data on their target behaviours using datasheets provided by the author. The results demonstrated an improvement for all four behaviours during the self-monitoring phase, whilst skills (a), (b) and (c) were maintained post intervention. The findings suggest that self-monitoring may be an effective tactic for social skills, while more research is warranted on how the treatment affects additional social skills. |
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| Self-Regulated Strategy Development: Providing Academic Strategy Instruction While Concurrently Addressing Behavioral Concerns Using Applied Behavior Analysis Principles |
| Area: EDC |
| Domain: Applied Research |
| SARA SANDERS (University of Alabama), Kristine Jolivette (University of Alabama), Robin Parks Ennis (University of Alabama at Birmingham ) |
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| Abstract: Internalizing and externalizing behaviors can negatively impact academic performance and can be a reason that many students with behavior problems may be nonresponders to academic interventions. One potential solution is to provide concurrent academic and behavior supports using applied behavior analysis (ABA) principles. Self-regulated strategy development (SRSD) is an intervention framework that teaches an academic strategy, such as reading comprehension, as well as self-regulation strategies such as self-monitoring, self-reinforcement, self-instruction, and goal setting. The SRSD framework supports the intersection between behavior principles and academic instruction. This pilot study examined the relationship between academic and behavioral growth, through the lens of ABA principles. Students with behavioral problems were taught a reading comprehension strategy and self-regulation strategies using the SRSD framework. We will report change in student reading comprehension scores, as well as the impact of the self-regulation strategies on student behavior. Limitations of the current study and implications for future research are discussed. |
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