The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity
作者： Marcia L. Rock , Beth K. Thead
DOI: 10.1007/S10864-007-9049-7
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摘要: In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring by teaching five students, with without disabilities, to use ACT-REACT increase their academic engagement, productivity, accuracy across new previously learned math material. Then, gradually faded the students’ of recording sheet until they were no longer it. When was in place engagement productivity increased; however, when it faded, results varied. During fading, performance generally exceeded baseline conditions compared adequately intervention effects. Overall, study support advantages also point mixed benefits fading these procedures inclusive environments.
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