The Effects of Self-Monitoring on On-Task Behaviour of Students with Special Educational Needs in General Education Settings.
On-task behaviour is the most basic behaviour needed in the lessons. Research indicates that on-task behaviour of students with special educational needs is lower than their peers. In this study, a multiple probe design was used to determine the effects of self-monitoring taught in a resource room o...
| Published in: | International Journal of Disability, Development & Education Vol. 73; no. 5; pp. 929 - 949 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Jul2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194782711&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194782711 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Jul2026 vid: 73 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194782711 190881879 194782711 194782711 10.1080/1034912X.2025.2605020 194782711 ppf: 929 ppct: 20 formats: tig: atl: The Effects of Self-Monitoring on On-Task Behaviour of Students with Special Educational Needs in General Education Settings. aug: au: Sayar, Kübra Güner, Nevin affil: Department of Special Education, Eskisehir Osmangazi University, Eskisehir, Türkiye sug: subj: Students with Disabilities Psychosocial Factors Needs Assessment Education, Special Mainstreaming (Education) Self-Management Task Performance and Analysis Social Behavior Evaluation Children with Disabilities Psychosocial Factors Human Male Child Academic Achievement Audiorecording Skill Acquisition Turkiye Support, Psychosocial Descriptive Statistics Data Analysis Software Child: 6-12 years Male ab: On-task behaviour is the most basic behaviour needed in the lessons. Research indicates that on-task behaviour of students with special educational needs is lower than their peers. In this study, a multiple probe design was used to determine the effects of self-monitoring taught in a resource room on the students' self-monitoring usage and on-task level. It was also examined whether the effects of teaching were transferred to the general education class. Three 7–8 years old students with special educational needs participated in this study. The students utilised audio recording and earphones to monitor their on-task behaviour. The accuracy of student's monitoring was also assessed. The results showed that all participants acquired the ability to use self-monitoring, leading to improvements in their on-task behaviour. Additionally, the students were able to generalise the acquired skills, and two students were able to maintain their acquired skills. Comparing the students' on-task level before and after the intervention in the general education classroom without using self-monitoring revealed an increase in the students' on-task level ranging from 45% to 52%. Social validity findings of the study showed that students and teachers gave positive opinions regarding the study. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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