自我監控策略在身心障礙學生學業與行為問題之運用

Self-Monitoring: Applications to Disabled Students with Academic and Behavior Problems

張美華(Mei-Hua Chang)

《特殊教育季刊》 122期 (2012/03) Pp. 22-33

https://doi.org/10.6217/SEQ.201203_(122).0003

摘要

本文旨在說明自我監控策略如何運用於障礙學生的學業與行為問題。文中主要分為四部分，首先介紹自我監控策略的意義及特色；其次探討自我監控策略在障礙學生學業與行為問題運用的相關研究；接著呈現自我監控策略運用的步驟與原則；最後並舉一個實例說明自我監控策略的運用步驟。

關鍵字

自我監控 ； 身心障礙學生 ； 學業與行為問題

並列摘要

The purpose of this article was to present applications of self-monitoring strategy for students with disabilities who have academic and behavior problems. This article included four parts. First, the author presented the definition and feature of self-monitoring strategy. Second, the author discussed the related research. Third, the author presented steps and principles of self-monitoring strategy. Finally, the author provided a case illustration.

並列關鍵字

self-monitoring ； student with disabilities ； academic and behavior problems

參考文獻

張美華、簡瑞良(2009)。認知行為改變策略在國小學習障礙學生攻擊行為效果之研究。特殊教育學報。30，51-92。

江美娟、周台傑(2003)。後設認知策略教學對國小數學學習障礙學生解題成效之研究。特殊教育學報。18，107-151。

簡吟文、孟瑛如(2009)。注意力訓練對國小學習障礙學生在課堂學習時注意力影響之探討。特殊教育與復建學報。20，25-52。

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(2),211-221.

Blick, D. W.,Test, D. W.(1987).Effects of self-recording on high-school students' on-task behavior.Learning Disability Quarterly.10(3),203-213.