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"LET ME DO IT!"—SELF-MONITORING IN SOLVING ARITHMETIC PROBLEMS
Dianne Brown and Alan R. Frank
Education and Treatment of Children
Vol. 13, No. 3 (AUGUST 1990), pp. 239-248
Published by: West Virginia University Press
Stable URL: http://www.jstor.org/stable/42899167
Page Count: 10
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In Experiment 1, three students with learning disabilities were taught to solve subtraction problems appearing on worksheets that contained a self-monitoring checklist designed to guide their performance. In Experiment 2, three different students with learning disabilities were taught to solve addition problems on worksheets that contained a slightly different self-monitoring checklist. The checklist in each experiment included a mnemonic device to facilitate retention of the skills learned. The results were evaluated with a mutliple baseline across student design and indicated that performance of students in both experiments increased during the treatment phase of the investigation and reached the criterion level of at least 90% correct after relatively few treatment sessions. Results were maintained over a follow-up period.
Education and Treatment of Children © 1990 West Virginia University Press