Date of Award
7-1-1987
Document Type
Practicum
Degree Name
Educational Specialist
Department
Center for the Advancement of Education
Advisor
Dr. Joan Horn
Keywords
advance organizers, affective objectives, associative learning, behavior chaining, course organization, educational therapy, educationally disadvantaged, elementary education, elementary secondary education, emotional disturbances, emotional problems, emotionally handicapped, group instruction, group pacing, grouping (instructional purposes), humanistic education, independent study, interval pacing, metacognition, mnemonics, primacy effect, role learning, secondary education, self pacing, sequential learning, serial learning, small group instruction, study, study guides, study habits, study skills, therapeutic environment, time factors (learning), time on task, visualization
Abstract
This author developed and implemented a self-monitoring study strategy with an affective focus. It was designed to address eight target behaviors that interfered with classroom performance. Based on a questionnaire and inventory administered to 34 students and eight teachers the problems identified were directly associated with the process of independent study. The targeted problems were demonstrating impatience, setting goals, allowing distractions to delay, reviewing paper before turning in, rushing through an assignment, expecting assignment to be difficult, requesting assistance appropriately and relying too much on others. The strategy was eventually used with 13 severely emotionally disturbed students at the secondary level. The author's intent was to increase on-task behavior by reducing the level of severity and/or frequency of occurrence of these behaviors during the classtime where the implementation occurred. Using mathematics as the content area, the students were instructed to divide tasks, set goals, monitor their feelings, and evaluate their performance on daily assignments. A student booklet was also developed to accompany the strategy and function as a weekly progress record. Following the post assessment, both the students and their teachers rated 50 to 90 percent of the target behaviors as well as other behaviors as positively altered or eliminated completely. The work output of the students increased slightly and attitudinal change was evident and well documented. (Appendices include student and teacher assessment instruments, worksheets, data tabulation, and the strategy booklet.)