Graduation Year

2016

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Kwang-Sun Cho Blair, Ph.D., BCBA-D

Committee Member

Heather Peshak George, Ph.D.

Committee Member

Jolenea Ferro, Ph.D., BCBA-D

Keywords

Behavior rating scale, Daily report card, IBRST, Self-monitoring

Abstract

Research on self-monitoring in the classroom setting has shown decreases in problem behavior and increases in academic engagement in students. Behavior rating scales can be used by teachers to monitor student progress or by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on problem and on-task behavior in students in a high-need public elementary school. The results indicated that the self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all 3 participating students during targeted academic time periods, evidenced by both direct observations and teacher- collected IBRST data. Improved levels of behaviors were maintained during fading with all 3 students and at 1-week follow-up with 2 students. The results also showed that both teachers and students had high levels of satisfaction with the self-monitoring procedures using the IBRST.

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