ARTICLE
TITLE

Keep them Engaged!: Using Self-Monitoring Checklists to Increase Assignment Completion

SUMMARY

With the current educational movement to include students with disabilities (SWD) in general education settings, teachers across the nation need practical academic and behavior management interventions to help SWD succeed. Teachers of SWD often face considerable challenges as research has long supported a correlation between limited academic skills and challenging behavior (Scott, Nelson, & Liaupsin, 2001). The purpose of this action research was to examine whether implementing self-monitoring checklists among students with disabilities who exhibit challenging behaviors increased percentages of assignment completion.  Data analysis supports that implementing the SMCs resulted in increased percentages of assignment completion among the three participants.

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Education

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