Cecilia Gerald
Education 7202T
Spring 2012










Statement of the Problem: Slide 4
Review of the Literature (Current Strategies): Slide 5
Review of the Literature (Pros): Slide 6
Review of the Literature (Cons): Slide 7
Review of the Literature (Theorist): Slide 8
Research Hypothesis: Slide 9
Methods: Slide 10
Research Design: Slide 11








Threats to Internal Validity: Slide 12
Threats to External Validity: Slide 13
Proposed Pre-Test/Post-Test: Slide 14
Proposed Pre-Test/Post-Test Results: Slides 15-16
Proposed Baseline Data: Slide 17
Proposed Data Analysis: Slide 18
References: Slides 19-22
Appendi(ces): Slides 23-26

Students with disruptive behaviors hinder the learning
process for themselves and their peers (Smith & Rivera,
1995).

Studies show teachers in general education classrooms
have significant challenges managing students with
disruptive behavior (Westling, 2010).

Students with disruptive behaviors have a higher risk of
being referred for special education services (DuPaul,
1998).

Traditionally, prevention and intervention measures are
taken (Smith & Rivera, 1995).

Traditional management is teacher-monitored and focuses
on reinforcements from external sources (DuPaul, 1998).

Studies have shown that students are able to use selfmanagement techniques effectively (Prater, 1994)

Teaching students how to self-monitor has been effective
for students in special and general education classrooms
(Prater, 1994).

Self-monitoring can be used for students at all grade levels
(Jolivette, Patton & Ramsey, 2006).

Self-monitoring relatively simple to implement and
consumes less of teacher’s time with individual students
(Jolivette, Patton & Ramsey, 2006).

Research has been limited due to the majority of selfmonitoring studies done in special education populations
(DuPaul & Hoff, 1998).

Studies in general education classrooms are usually limited
to very few students, therefore evidence cannot be
generalized (Jull, 2009).

Studies have not been conclusive over long-term periods
(Jull, 2009).

William Glasser’s (1925-) “choice theory” is closely related
to the concept of self-monitoring. It is based on the belief
that behavior is something we can control. He theorizes that
students are able to manage their own behavior without
coercion (Bucher & Manning, 2001).
Implementing a self-monitoring strategy to 5 second-grade
students, three times per week after a 50-minute period
during a four-week period, at P.S. X in Brooklyn, New York, will
decrease disruptive behavior of getting out of their seats as
measured by O 1,2,, X, O 1,2,3 behavior management strategy.

Participants will be 5 second-grade students from P.S. X
located in Brooklyn, New York in a general education
classroom, identified as having disruptive behaviors (talking
out of turn and getting out of their seats).

Instuments used will be consent forms given to students’
parents, school principal, and teacher. Students will be
given a daily behavior sheet or checklist to use for selfmonitoring.

Single Subject Research Design:
o Pre-experimental: One-Group Pretest-Posttest Design

Rationale:
o Single group of only 5 students
o Research emphasis on a change of behavior
o Survey acts as pre/post-test

Symbolic Design: O 1,2,, X, O 1,2,3
o O-1. Pre-survey to correlate attitudes/disruptive behavior
2. Collect pre-treatment data on behavior frequency
o X - Treatment phase (using Daily Behavior Sheet)
o O-1. Post-survey to correlate attitudes/disruptive behaviors
2. Collect post-treatment data on behavior frequency
3. Fade out/withdrawal of treatment







History
Testing/Pre-Test Sensitization
Instrumentation
Mortality
Statistical Regression
Differential Selection of Subjects
Selection-Maturation Interaction








Ecological Validity
Generalizable Conditions
Pre-Test Treatment
Selection-Treatment Interaction
Specificity of Variables
Experimenter Effects
Hawthorne Effect
Novelty Effect

Student and Parent Survey Questions Used for Correlations
Between Attitude & Disruptive Behavior:
Part 2: (Student) Attitudes
Q18: I know when I am misbehaving.
(1) Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree
Part 2: (Parent) Attitudes
Q19: My child is not happy at home.
(1) Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree
Student Survey Q18
Post-Treatment
Student Survey Q18
Pre-Treatment
3
Average # of Disruptive Behavior
Average # of Disruptive Behavior
6
5
4
3
2
Series1
1
2.5
2
1.5
Series1
Linear (Series1)
1
0.5
Linear (Series1)
0
0
0
1
2
Strongly Disagree/Disagree
I know when I am misbehaving.
3
.rxy = 0.726
Strong, positive correlation between
students behavioral knowledge and
their disruptive behavior.
0
2
4
6
Strongly Agree/Agree
I know when I am misbehaving.
.rxy = 0.625
Fair, positive correlation between
students behavioral knowledge and
their disruptive behavior.
Parent Survey Q19
Parent Survey Q19
Post-Treatment
6
5
4
3
Series1
2
Linear (Series1)
1
Average # of Disruptive Behavior
Average # of Disruptive Behavior
Pre-Treatment
3
2.5
2
1.5
Series1
1
Linear (Series1)
0.5
0
0
0
2
4
6
Strongly Agree/Agree
My child is not happy at home.
.rxy=0.481
Fair, positive correlation between
students unhappiness at home and
their disruptive behavior.
0
1
2
3
Strongly Disagree/Disagree
My child is not happy at home.
.rxy=0.893
Strong, positive correlation
between students happiness at
home and their disruptive
behavior.
Students' Disruptive Behavior Averages
6
Average # of Disruptive Behavior
Pre-Treatment
Post-Treatment
5
4
3
2
1
0
1
2
3
Students
4
5
Pre-Treatment
Mean
Median Mode
Range
Student 1
3.4
3
3
Student 2
4.8
4
4
Student 3
4
5
5
Student 4
3
3
2,3
Student 5
2.2
2
3
Cumulative Mean: 3.48
Post-Treatment
Mean
Median Mode
Range
Student 1
1.4
2
2
Student 2
2.4
2
2
Student 3
2.2
2
1
Student 4
1.8
1
1
Student 5
1
1
0
Cumulative Mean: 1.76
*50% decrease in disruptive behavior
3
4
6
3
3
2
3
3
2
2

Pre/Post-tests (surveys) showed:
o A strong, positive relationship (.rxy=0.726) between a student’s
knowledge of their misbehavior and the frequency of their disruptive
behavior. Students that do not know when they are misbehaving are
more disruptive.
o A strong, positive relationship (.rxy=0.893) between a student’s
happiness at home and the frequency of their disruptive behavior.

Bar graph results show that there was a 50% decrease in
disruptive behavior (getting out of seat) due to treatment.
These results validate existing research.






Alber-Morgan, S.R., DeBar, R. M., & Legge, D. B. (2010). The Effects of Self-monitoring with
a MotivAider on the On-task Behavior of Fifth and Sixth Graders with Autism and Other Disabilities.
Journal of Behavior Assessment & Intervention in Children, 1(1), 43-52.
Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. (2006). Increasing on-task behavior in
the classroom: Extension of self-monitoring strategies. Psychology in the Schools, 43: 211–221.
Axelrod, M. I., Zhe, E. J., Haugen, K. A., & Klein, J. A. (2009). Self-Management of On-Task
Homework Behavior: A Promising Strategy for Adolescents With Attention and Behavior
Problems. School Psychology Review, 38(3), 325-333.
Bucher, K. T., & Manning, M. (2001). Exploring the Foundations of Middle School Classroom
Management. Childhood Education, 78(2), 84.
Citywide Standards of Intervention and Discipline Measures (2011 Discipline Code)
Retrieved from: http://schools.nyc.gov/NR/rdonlyres/B4C3EAD9-AA61-4430-A6C3D389F6238700/108973/DiscCode2012.pdf
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and
reactive classroom management strategies and their relationship with teacher stress and
student behaviour. Educational Psychology, 28(6), 693-710.


Daly, P. M., & Ranalli, P. (2003). Using Countoons to Teach Self-Monitoring Skills. Teaching
Exceptional Children, 35(5), 30.
de Haas-Warner, Sarah J. (1991). Effects of self-monitoring on preschoolers' on-task behavior: A
pilot study. Topics in Early Childhood Special Education, 11(2)
Ducharme, J. M., & Shecter, C. (2011). Bridging the Gap Between Clinical and Classroom
Intervention: Keystone Approaches for Students With Challenging Behavior. School Psychology
Review, 40(2), 257-274.

DuPaul, G. J., & Hoff, K. E. (1998). Reducing disruptive behavior in general education
classrooms: The use of self-management strategies. School Psychology Review, 27(2), 290.

Fowler, S. A. (1986). Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher
Management. Exceptional Children, 52(6), 573-581.

Freeman, K. A., & Dexter-Mazza, E. T. (2004). Using Self-Monitoring With an Adolescent With
Disruptive Classroom Behavior. Behavior Modification, 28(3), 402-419.

Ganz, J. B. (2008). Self-Monitoring Across Age and Ability Levels: Teaching Students to
Implement Their Own Positive Behavioral Interventions. Preventing School Failure, 53(1), 39-48.

Harris, K. R., Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-Monitoring
of Attention Versus Self-Monitoring of Academic Performance: Effects Among Students with ADHD in
the General Education Classroom. Journal Of Special Education, 39(3), 145-156.

Hughes, C. A., & Boyle, J. R. (1991). Effects of self-monitoring for on-task behavior and task
productivity on elementary students with moderate mental retardation. Education & Treatment Of
Children (ETC), 14(2), 96.

Jolivette, K., Patton, B., Ramsey, M. (2006). Students with emotional and behavioral
disorders can manage their own behavior. Teaching Exceptional Children, 39(2), 14-21.









Jull, Stephen K. (2009). Student behavior self-monitoring enabling inclusion. International
Journal of Inclusive Education, 13(5), 489-500.
Mathes, M. Y., & Bender, W. N. (1997). The effects of self-monitoring on children with
attention-deficit/hyperactivity disorder who are receiving pharmacological
interventions. Remedial & Special Education, 18(2), 121.
McGown, Carolyn. (2011) Better with nuts: Classroom survival and success for new and
developing teachers.
McConnell, M. E. (1999). Self-monitoring, cueing, recording, and managing: teaching
students to manage their own behavior. Teaching Exceptional Children, 32(2), 14-21.
McDougall D. (1998). Research on self-management techniques used by students with
disabilities in general education settings. Remedial and Special Education, 19(5).
Mitchem, K. J., Young, K., West, R. P., & Benyo, J. (2001). CWPASM: A Classwide PeerAssisted Self-management Program for General Education Classrooms. Education &
Treatment Of Children (ETC), 24(2), 111.
O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved
from http://bbhosted.cuny.edu/webapps/portal
Özkan, Ş., & Sonmez, M. (2011). Examination of Single Subject Studies Conducted on
Individuals with Disabilities by Using Self-Management Strategies: A Meta-Analysis
Study. Educational Sciences: Theory & Practice, 11(2), 809-821.




13.
Prater, Mary A. (1994). Improving academic and behavior skills through self-management
procedures. Preventing School Failure, 38(4), 5.
Rafferty, Lisa A. (2010). Step-by-Step: Teaching Students to Self-Monitor. Teaching
Exceptional Children, 43(2), 50-58.
Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The
present, the prospects. Journal of Learning Disabilities, 29(3), 317.
Sheffield, K., & Waller, R. J. (2010). A Review of Single-Case Studies Utilizing SelfMonitoring Interventions to Reduce Problem Classroom Behaviors. Beyond Behavior, 19(2), 7-

Smith, D. D., Rivera, D. P., (1995). Discipline in special education and general education
settings. Focus on Exceptional Children, 27(5), 1-14

Trochim, William M. The Research Methods Knowledge Base, 2nd Edition. Retrieved from:
<http://www.socialresearchmethods.net/kb/> (version current as of October 20, 2006).

Vanderbilt, A. A. (2005). Designed for Teachers: How to Implement Self-Monitoring in the
Classroom. Beyond Behavior, 15(1), 21-24.
Westling, David L. (2010). Teachers and challenging behaviors: knowledge, views, and
practices. Remedial and Special Education, 31(1), 48.

Appendix A: Parent Consent Form
Dear Parent/Guardian,
My name is Cecilia Gerald and I am a graduate student in the Childhood Education program at
Brooklyn College. As part of my coursework, I am doing a study on the effects of self-monitoring (a
behavior management technique) on students with disruptive behaviors in general education
classrooms. In order to do my research, I need to work with a few students for 45 minutes per day,
three times a week, for a total of 4 weeks. My goal is to help students decrease their disruptive
behaviors by training them to manage their own behavior. The students will be trained to use the
techniques during one school period in their regular classroom environment.
I am requesting your permission to incorporate any data I have gathered into my research report.
Please note that all participants in this study will remain anonymous and any information regarding
your child will be kept confidential. If you have any questions or concerns, please feel free to contact
me at: cmg211@msn.com. I appreciate your support.
Thank you,
Cecilia Gerald
Appendix B: Principal Consent Form
Dear Principal,
My name is Cecilia Gerald and I am a graduate student in the Childhood Education program at
Brooklyn College. As part of my coursework, I am conducting a study on the effects of selfmonitoring (a behavioral management technique) on students with disruptive behaviors. I am
interested in working with a few students in a general education setting three times a week,
for 45 minutes, for a total of 4 weeks. My goal is to help these students decrease their
disruptive behaviors by training them to manage their own behavior.
I would like your permission to use the students’ data in my research report. All of the
participants in the study will be kept anonymous and all of the findings will be kept
confidential. If you have any questions or concerns, please feel free to contact me at
cmg211@msn.com.
I appreciate your support.
Thank you,
Cecilia Gerald
Appendix C: Teacher Consent Form
Dear Teacher(s),
My name is Cecilia Gerald and I am a graduate student in the Childhood Education program at
Brooklyn College. As part of my coursework, I am conducting a study on the effects of selfmonitoring (a behavioral management technique) on students with disruptive behaviors. I am
interested in working with a few students in a general education setting three times a week,
for 45 minutes, for a total of 4 weeks. My goal is to help these students decrease their
disruptive behaviors by training them to manage their own behavior.
I would like your permission to work with your students’ and use their data in my research
report. All of the participants in the study will be kept anonymous and all of the findings will be
kept confidential. If you have any questions or concerns, please feel free to contact me at
cmg211@msn.com. I appreciate your support.
Thank you,
Cecilia Gerald
Appendix D:
Daily Behavior Sheet
I will remember to:
Stay in my seat.
_________________________________________
Daily Behavior Sheet
Name: ______________________________________________
Did I stay seated?
Date:
Date:
Date:
Date:
Date: