Effects of self-monitoring on math production and accuracy in sixth grade students with attention-deficit hyperactivity disorder.

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dc.contributor.advisorSulak, Tracey N., 1975-
dc.creatorCavazos, Salvador E. 1992-
dc.date.accessioned2017-01-19T17:50:58Z
dc.date.accessioned2017-04-07T19:35:38Z
dc.date.available2017-01-19T17:50:58Z
dc.date.available2017-04-07T19:35:38Z
dc.date.created2016-12
dc.date.issued2016-11-18
dc.date.submittedDecember 2016
dc.date.updated2017-01-19T17:50:58Z
dc.description.abstractA single-subject ABAB withdrawal design was used to determine the effects of self-monitoring on attention, engagement, production, and accuracy in math for a sixth-grade student diagnosed with attention-deficit hyperactivity disorder. The performance and accuracy for all students in sixth-grade math class were used as comparable data for target student performance. Data collected included engagement at 30-second intervals, math problems finished, and math problems correct in a daily, 10-minute time sample. Baseline was collected using business as usual procedures in the classroom. The treatment utilized a two-minute interval timer with students marking math problems completed during each interval. Results show self-monitoring of task completion had positive effects on engagement, production, and accuracy.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2104/9922
dc.language.isoen
dc.rights.accessrightsNo access - Contact librarywebmaster@baylor.edu
dc.subjectADHD. Attention. Production. Accuracy. Engagement.
dc.titleEffects of self-monitoring on math production and accuracy in sixth grade students with attention-deficit hyperactivity disorder.
dc.typeThesis
dc.type.materialtext

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