Self-monitoring and at-risk middle school students. Academic performance improves, maintains, and generalizes.
Behav Modif
; 26(5): 605-26, 2002 Oct.
Article
em En
| MEDLINE
| ID: mdl-12375377
ABSTRACT
Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Autoavaliação (Psicologia)
/
Evasão Escolar
/
Terapia Comportamental
/
Transtornos do Comportamento Infantil
/
Escolaridade
/
Deficiências da Aprendizagem
Tipo de estudo:
Etiology_studies
/
Observational_studies
/
Prognostic_studies
/
Risk_factors_studies
Limite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Behav Modif
Ano de publicação:
2002
Tipo de documento:
Article
País de afiliação:
Estados Unidos