Self-monitoring techniques as a means of decreasing time-out referrals





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The research question addressed is, what self regulation strategies will decrease the number of times and the amount of time students in a self-contained setting spend in the intervention space? This question was addressed because decreasing the amount of time students spend outside of the classroom in time-out or intervention is clearly essential to their success. Key influence for this capstone was an article written by Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M. (2009), which detailed post-high school outcomes for students with disabilities. This action research focuses on two self-monitoring techniques for students in a Special Education Emotional and Behavior Disorder classroom, one for anger control and one for increasing time on-task. Although the results of the study were inconclusive, certain students were shown to have less time-out referrals during and after the techniques were implemented.

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