The Effects of Self-Management Strategy on Improving the On-Task Behavior of a Lower-Grade Elementary School Student

• Main Authors: Tsao,Jui-Lan, 曹瑞蘭
• Other Authors: Alex Chou
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/25800842395473373354

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === This research aimed to explore how self-management strategy helped to improve the on-task behavior of a lower-grade elementary school student. A Grade 2 elementary school student who had serious off-task behavior in the usual learning was the subject to be researched in this study. The independent variable was the self-management strategy which included three process stages: self-monitoring, self-evaluation and self-reinforcement. The dependent variable was the on-task behavior during class which meant that the student would not have the following behaviors during his learning in the classroom: 1. playing with objects 2. talking to peers who seated nearby 3. not setting eyes on the teacher for more than three seconds 4. not responding to teacher's instructions within three seconds. This research used the changing criterion design of the single subject research in which the test taker had 40 minutes observation and documentation twice a day for a period of 9 weeks in the whole process that included three stages known as baseline, intervention and maintenance. Before getting into the intervention, self-management strategy was taught to the student 3 times. After, through the data gathered during the experimental stage, a visual analysis, a percentage calculation of the inter-observer agreement and the social validity assessment were proceeded. The major results of this research were as below: 1. The student could learn the self-management strategy exactly. 2. The student could exactly learn the three indexes of the self- management strategy (self-monitoring, self-evaluation and self- reinforcement). 3. Self-management strategy had direct effect in improving the student's on-task behavior. 4. Self-management strategy had direct effect on the improvement of the four on-task behavioral indexes ( not to play objects, not to talk to peers who seated nearby, to keep the eyes on the teacher, to respond to the learning instructions immediately). 5. Self-management strategy did not only have maintenance effect, generalization effect but also social validity. At last, in accordance to the research's results and educational guidance, concrete advices were brought up in order to be helpful in future researches and guidance. For example: Target behavior should respond to the real problem precisely in order to avoid confusing the focus of the research.