USING SELF-MONITORING TO IMPROVE ON-TASK BEHAVIOR AND ACADEMIC SKILLS OF AN ADOLESCENT WITH MILD HANDICAPS ACROSS SPECIAL AND REGULAR EDUCATION SETTINGS

摘要: An adolescent with learning and behavior problems was taught to use a self-monitoring procedure during his resource class increase percentage of on-task academic performance. The initially consisted audio cues visual prompt that represented behaviors. Using multiple baseline across settings reversals design, the prompts were faded eventually eliminated, modified versions implemented in two mainstream classrooms - mathematics English. version only. Improvements performance all three observed. These results indicated can be successfully used special education then little effort classes improve adolescents secondary schools.