Two Student Self-Management Techniques Applied to Data-Based Program Modification
Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teache...
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| description | Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teacher Chart-Teacher Select Instructional Activities (TC-TSA), Student Chart-Teacher Select Instructional Activities (SC-TSA), and Student Chart-Student Select Instructional Activities (SC-SSA). Statistical analyses indicated that the SC-SSA group improved on all three dependent measures of words read correctly from passages, whereas the TC-TSA and SC-TSA groups each improved on two of these. Also, the SC-SSA group was the only treatment condition that improved on the standardized reading test measure. Implications for making substantive changes in instructional plans are discussed. (Author) |
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Inst. for Research on Learning Disabilities</creatorcontrib><description>Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teacher Chart-Teacher Select Instructional Activities (TC-TSA), Student Chart-Teacher Select Instructional Activities (SC-TSA), and Student Chart-Student Select Instructional Activities (SC-SSA). Statistical analyses indicated that the SC-SSA group improved on all three dependent measures of words read correctly from passages, whereas the TC-TSA and SC-TSA groups each improved on two of these. Also, the SC-SSA group was the only treatment condition that improved on the standardized reading test measure. Implications for making substantive changes in instructional plans are discussed. (Author)</description><language>eng</language><subject>Elementary Education ; Evaluation Methods ; Individualized Education Programs ; Instructional Development ; Reading Improvement ; Reading Programs ; Self Evaluation (Individuals) ; Special Education Teachers ; Student Participation ; Student Records</subject><creationdate>1983</creationdate><tpages>43</tpages><format>43</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885,4488</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED236192$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED236192$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Wesson, Caren</creatorcontrib><creatorcontrib>Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities</creatorcontrib><title>Two Student Self-Management Techniques Applied to Data-Based Program Modification</title><description>Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teacher Chart-Teacher Select Instructional Activities (TC-TSA), Student Chart-Teacher Select Instructional Activities (SC-TSA), and Student Chart-Student Select Instructional Activities (SC-SSA). Statistical analyses indicated that the SC-SSA group improved on all three dependent measures of words read correctly from passages, whereas the TC-TSA and SC-TSA groups each improved on two of these. Also, the SC-SSA group was the only treatment condition that improved on the standardized reading test measure. Implications for making substantive changes in instructional plans are discussed. (Author)</description><subject>Elementary Education</subject><subject>Evaluation Methods</subject><subject>Individualized Education Programs</subject><subject>Instructional Development</subject><subject>Reading Improvement</subject><subject>Reading Programs</subject><subject>Self Evaluation (Individuals)</subject><subject>Special Education Teachers</subject><subject>Student Participation</subject><subject>Student Records</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>1983</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNrjZAgMKc9XCC4pTUnNK1EITs1J0_VNzEtMT80F8UNSkzPyMgtLU4sVHAsKcjJTUxRK8hVcEksSdZ0Si4G8gKL89KLEXAXf_JTMtMzkxJLM_DweBta0xJziVF4ozc0g4-Ya4uyhm1qUmRxfUJSZm1hUGe_qYmRsZmhpZExAGgBhujSE</recordid><startdate>198304</startdate><enddate>198304</enddate><creator>Wesson, Caren</creator><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>198304</creationdate><title>Two Student Self-Management Techniques Applied to Data-Based Program Modification</title><author>Wesson, Caren</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED2361923</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>1983</creationdate><topic>Elementary Education</topic><topic>Evaluation Methods</topic><topic>Individualized Education Programs</topic><topic>Instructional Development</topic><topic>Reading Improvement</topic><topic>Reading Programs</topic><topic>Self Evaluation (Individuals)</topic><topic>Special Education Teachers</topic><topic>Student Participation</topic><topic>Student Records</topic><toplevel>online_resources</toplevel><creatorcontrib>Wesson, Caren</creatorcontrib><creatorcontrib>Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Wesson, Caren</au><aucorp>Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities</aucorp><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED236192</ericid><btitle>Two Student Self-Management Techniques Applied to Data-Based Program Modification</btitle><date>1983-04</date><risdate>1983</risdate><abstract>Two student self-management techniques, student charting and student selection of instructional activities, were applied to ongoing data-based program modification. Forty-two elementary school resource room students were assigned randomly (within teacher) to one of three treatment conditions: Teacher Chart-Teacher Select Instructional Activities (TC-TSA), Student Chart-Teacher Select Instructional Activities (SC-TSA), and Student Chart-Student Select Instructional Activities (SC-SSA). Statistical analyses indicated that the SC-SSA group improved on all three dependent measures of words read correctly from passages, whereas the TC-TSA and SC-TSA groups each improved on two of these. Also, the SC-SSA group was the only treatment condition that improved on the standardized reading test measure. Implications for making substantive changes in instructional plans are discussed. (Author)</abstract><tpages>43</tpages><oa>free_for_read</oa></addata></record> |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Elementary Education Evaluation Methods Individualized Education Programs Instructional Development Reading Improvement Reading Programs Self Evaluation (Individuals) Special Education Teachers Student Participation Student Records |
| title | Two Student Self-Management Techniques Applied to Data-Based Program Modification |
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