Self-Monitoring and its Effect on Reducing Disruptive B ehaviors in General E ducation C lassrooms

1. Self-Monitoring and its Effect on Reducing Disruptive Behaviors in General Education Classrooms Cecilia Gerald Education 7201T Fall 2011

2. Table of Contents: • Statement of the Problem: Slide 3 • Review of the Literature (Current Strategies): Slide 4 • Review of the Literature (Pros): Slide 5 • Review of the Literature (Cons): Slide 6 • Review of the Literature (Theorist): Slide 7 • Research Hypothesis: Slide 8 • References: Slide 9

3. Statement of the Problem: • Students with disruptive behaviors hinder the learning process for themselves and their peers (Smith & Rivera, 1995). • Studies show teachers in general education classrooms have significant challenges managing students with disruptive behavior (Westling, 2010). • Students with disruptive behaviors have a higher risk of being referred for special education services (DuPaul, 1998).

4. Review of the Literature:(Current Strategies) • Traditionally prevention andintervention measures are taken (Smith & Rivera, 1995). • Traditional management is teacher-monitored and focuses on reinforcements from external sources (DuPaul, 1998). • Studies have shown that students are able to use self-management techniques effectively (Prater, 1994)

5. Review of the Literature:(Pros) • Teaching students how to self-monitor has been effective for students in special and general education classrooms (Prater, 1994). • Self-monitoring can be used for students at all grade levels (Jolivette, Patton & Ramsey, 2006). • Self-monitoring relatively simple to implement and consumes less of teacher’s time with individual students (Jolivette, Patton & Ramsey, 2006).

6. Review of the Literature:(Cons) • Research has been limited due to the majority of self-monitoring studies done in special education populations (DuPaul & Hoff, 1998). • Studies in general education classrooms are usually limited to very few students, therefore evidence cannot be generalized (Jull, 2009). • Studies have not been conclusive over long-term periods (Jull, 2009).

7. Review of Literature:(Theorist) • William Glasser’s (1925-) “choice theory” is closely related to the concept of self-monitoring. It is based on the belief that behavior is something we can control. He theorizes that students are able to manage their own behavior without coercion (Bucher & Manning, 2001).

8. Research Hypothesis: Training a group of 15 first grade students, at P.S. X in Brooklyn, New York, with disruptive behaviors of talking at wrong times and getting out of their seats to use self-monitoring strategies to manage these behaviors will show a decrease in disruptive behaviors over a four-week period.

9. References: • Amato-Zech, N. A., Hoff, K. E. and Doepke, K. J. (2006). Increasing on-task behavior in the classroom: Extension of self-monitoring strategies. Psychology in the Schools, 43: 211–221. • Bucher, K. T., Manning, M. L. (2001). Exploring the foundations of middle school classroom management: the theoretical contributions of B. F. Skinner, Fritz Redl and William Wattenberg, William Glasser, and Thomas Gordon all have particular relevance for middle school educators. Childhood Education, 78(2), 84. • de Haas-Warner, Sarah J. (1991). Effects of self-monitoring on preschoolers' on-task behavior: A pilot study. Topics in Early Childhood Special Education, 11(2) • DuPaul, G. J., & Hoff, K. E. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27(2), 290. • Jolivette, K., Patton, B., Ramsey, M. (2006). Students with emotional and behavioral disorders can manage their own behavior. Teaching Exceptional Children, 39(2), 14-21. • Jull, Stephen K. (2009). Student behavior self-monitoring enabling inclusion. International Journal of Inclusive Education, 13(5), 489-500. • McConnell, M. E. (1999). Self-monitoring, cueing, recording, and managing: teaching students to manage their own behavior. Teaching Exceptional Children 32(2), 14-21. • Prater, Mary A. (1994). Improving academic and behavior skills through self-management procedures. Preventing School Failure, 38(4), 5. • Rafferty, Lisa A. (2010). Step-by-Step: Teaching Students to Self-Monitor. Teaching Exceptional Children, 43(2), 50-58. • Smith, D. D., Rivera, D. P., (1995). Discipline in special education and general education settings. Focus on Exceptional Children, 27(5), 1-14 • Westling, David L. (2010). Teachers and challenging behaviors: knowledge, views, and practices. Remedial and Special Education, 31(1), 48.