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Self-Management

How To: Improve Classroom Behaviors Using Self-Monitoring Checklists

Self-Management

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References

Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147-167.

Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36, 147-167.

How To: Manage Problem Behaviors: Self-Monitoring of Attention to Instruction

Self-Management

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Download This Blog Entry in PDF Format: How To: Manage Problem Behaviors: Self-Monitoring of Attention to Instruction

References

Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467-481.

How To: Take Effective Class Notes: Strategic Note-Taking

Self-Management

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Download This Blog Entry in PDF Format: How To: Take Effective Class Notes: Strategic Note-Taking

References

Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90.
Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133-141.
Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.

How To: Improve Proficiency in Math-Facts Through a Self-Administered Folding-In Technique

Self-Management

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Download This Blog Entry in PDF Format: How To: Improve Proficiency in Math-Facts Through a Self-Administered Folding-In Technique

References

Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304.
Hulac, D. M., Dejong, K., & Benson, N. (2012). Can students run their own interventions?: A self-administered math fluency intervention. Psychology in the Schools, 49, 526-538.
Kroesbergen, E., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24, 97-114.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. U.S. Department of Education: Washington, D.C.

How To: Teach Students to Change Behaviors Through Self-Monitoring

References

Chafouleas, S., Riley-Tillman, C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press.
Dunlap, G., Clarke, S., Jackson, M., Ramos, E., & Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarterly, 10, 165-177.
Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
Loftin, R. L., Gibb, A. C., & Skiba, R. (2005). Using self-monitoring strategies to address behavior and academic issues. Impact, 18(2), 12-13. Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu).
Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. Teaching Exceptional Children, 43(2), 50-58.
Webber, J., Scheuermann, B., McCall, C., & Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial & Special Education, 14(2), 38-56.

How to: Help Students to Self-Monitor Reading Comprehension: Delayed Keyword Generation

References

Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the "labor-in-vain" effect. Journal of Experimental Psychology, 14, 676-686.
Thiede, K. W., & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28, 129-160.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73.

How To: Help Students to Complete Missing Work: The Late-Work Teacher-Student Conference

References

Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
Hawkins, R. O., & Alexrod, M. I. (2008). Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment. Behavior Modification, 32, 840-859.