Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently?

Education and Training in Developmental Disabilities

Volumn 40, Issue 1, 2005, Pages 24-33

  Ganz, Jennifer B ^a   Sigafoos, Jeff ^b  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 14844286485     PISSN: 15470350     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (23)

1. Dipipi, C. M., Jitendra, A. K., & Miller, J. A. (2001). Reducing repetitive speech: Effects of strategy instruction. Preventing School Failure, 45, 177-181.
2. Gilberts, G. H., Agran, M., Hughes, C., & Wehmeyer, M. (2001). The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal of the Association for Persons with Seven Handicaps, 26, 25-36.
3. Hartmann, D., & Hall, R. V. (1976). The changing criterion design. Journal of Applied Behavior Analysis, 9, 527-532.
4. Holloway,J. B., & Sigafoos,J. (1999). Quality of life for young adults with mental retardation in open versus sheltered employment. European Journal on Mental Disability, 5, 13-25.
5. Hughes, C., Copeland, S., Agran, M., Wehmeyer, M., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37, 262-272.
6. Hughes, C. A., & Boyle, J. R. (1991). Effects of self-monitoring for on-task behavior and task productivity on elementary students with moderate mental retardation. Education and Treatment of Children, 14, 96-111.
7. Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
8. Koegel, R. L., & Koegel, L. K. (1990). Extended reductions in Stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.
9. Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576-594.
10. Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30, 19-32.
11. nd ed.). Belmont, CA: Wadsworth/Thomson Learning.
12. Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief report: Reduction of inappropriate vocalizations for a child with autism using a self-management treatment program. Journal of Autism and Developmental Disorders, 30, 599-606.
13. Newman, B., Buffington, D. M., & Hemmes, N. S. (1996). Self-reinforcement used to increase the appropriate conversation of autistic teenagers. Education and Training in Mental Retardation and Developmental Disabilities, 31, 304-309.
14. Newman, B., Buffington, D. M., O'Grady, M. A., McDonald, M. E., Poulson, C. L., & Hemmes, N. S. (1995). Self-management of schedule following in three teenagers with autism. Behavioral Disorders 20, 190-196.
15. O'Reilly, M., Tiernan, R., Lancioni, G., Lacey, C., Hillery, J., & Gardiner, M. (2002). Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education and Treatment of Children, 25, 91-102.
16. Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.
17. Rankin, J. L., & Reid, R. (1995). The SM rap - or here's the rap on self-monitoring. Intervention in School and Clinic, 30, 181-188.
18. Reinecke, D. R., Newman, B., & Meinberg, D. L. (1999). Self-management of sharing in three preschoolers with autism. Education and Training in Mental Retardation and Developmental Disabilities, 34, 312-317.
19. Richards, S. B., Taylor, R. L., Ramasamy, R., & Richards, R. Y. (1999). Single subject research: Applications in educational and clinical settings. Belmont, CA: Wadsworth Group/Thomson Learning.
20. Shearer, D. D., Kohler, F. W., Buchan, K. A., & McCullough, K. M. (1996). Promoting independent interactions between preschoolers with autism and their nondisabled peers: An analysis of self-monitoring. Early Education and Development, 7, 205-220.
21. Sparrow, S. S., Balla, D., & Cicchetti, D. V. (1985). Vineland Adaptive Behavior Scales (Classroom Edition). Circle Pines, MN: American Guidance Service.
22. Strain, P. S., Kohler, F. W., Storey, K., & Danko, C. D. (1994). Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings. Journal of Emotional and Behavioral Disorders, 2, 78-88.
23. Tabor, T. A., Seltzer, A., Heflin, L. J., & Alberto, P. A. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 159-167.