Self-monitoring during spelling practice: effects on spelling accuracy and on-task behavior of three students diagnosed with attention deficit hyperactivity disorder.
作者： Lisa A. Rafferty , Jenna Arroyo , Shaunna Ginnane , Kelly Wilczynski
DOI: 10.1007/BF03391773
关键词:
摘要: We used a multiple baseline across subjects design to investigate the effects of self-monitoring on on-task behavior and spelling accuracy three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent practice period in general education environment. also compared their levels that peers without disabilities same classroom context before after intervention. Our results showed time increased for ADHD teacher taught them how self-monitor. These students' comparable peers. Suggestions educators interested teaching strategies are included following discussion analysis.
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