The effect of self-management strategy for junior high school students with learning disabilities on on-task behavior

• Main Author: 劉美君
• Other Authors: 葉靖雲博士
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/96026380347208384223

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === The purpose of this study was to investigate how self-management strategy affect the on-task behavior of junior high school students with learning disability. This study adopted multiple-probe-across-subjects designs. The participants were three junior high school students with learning disabilities in Taichung. Through teaching students self-management strategies (self-monitoring, self-evaluation, and self-reinforcement strategies), The changes of three participants’ on-task behaviors during class this study were observed, and then data were analyzed by visual analysis. The results of this study were as follows: 1. Self-mangement strategies had promoting effects on the on-task behaviors of junior high school students with learning disabilities. 2. Self-management strategies had maintainable effects on the on-task behaviors of junior high school students with learning disabilities. 3. Self-managemet strategies had generalization effects on the on-task behaviors of junior high school students with learning disabilities. 4. The participants and their teacher agreed that self-management strategies had positive effects on promoting the on-task behavior, and they also admired this program. According to the aforementioned conclusions, this study proposed several suggestions about future instruction and research for applications and references.