Location
Special Education (Session 3 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
A preliminary search of the literature has revealed very few studies applicable to self-monitoring behaviours in college-aged individuals with intellectual and developmental disabilities (IDD), a technique that has been studied primarily in the elementary aged population. Learning how to self-monitor, whether it is self-monitoring behaviour or using it to learn to do tasks, is an important skill for one to become a success in college and during adulthood. This skill may allow some students to seek out and successfully complete further education and vocational training. Having individuals with disabilities able to join the workforce and advanced educational opportunities will increase their visibility, increase their opportunities for community involvement, and hopefully reduce stigma against people with disabilities. Unfortunately, there are significant gaps in the literature on self-monitoring for students with IDD who are attending post-secondary institutions. This presentation will provide an update on the current status of research on this topic as well as discuss the future directions.
Keywords
self monitoring, students with disabilities, post secondary education
Professional Bio
Melvin S. Marsh is a second-year graduate student in the Experimental Psychology Masters program at Georgia Southern University. He also has a Masters from the University of North Dakota and he earned his Bachelors from Emory University in Atlanta. He has been working with people with disabilities on and off for a little over 20 years and will be applying to PhD programs in Clinical Psychology this fall.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Marsh, Melvin S. and Devine, Stephanie M., "Self-monitoring among secondary and post-secondary students with intellectual and developmental disabilities : current summary and future directions" (2020). Georgia Educational Research Association Conference. 35.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/35
Included in
Self-monitoring among secondary and post-secondary students with intellectual and developmental disabilities : current summary and future directions
Special Education (Session 3 Breakouts)
A preliminary search of the literature has revealed very few studies applicable to self-monitoring behaviours in college-aged individuals with intellectual and developmental disabilities (IDD), a technique that has been studied primarily in the elementary aged population. Learning how to self-monitor, whether it is self-monitoring behaviour or using it to learn to do tasks, is an important skill for one to become a success in college and during adulthood. This skill may allow some students to seek out and successfully complete further education and vocational training. Having individuals with disabilities able to join the workforce and advanced educational opportunities will increase their visibility, increase their opportunities for community involvement, and hopefully reduce stigma against people with disabilities. Unfortunately, there are significant gaps in the literature on self-monitoring for students with IDD who are attending post-secondary institutions. This presentation will provide an update on the current status of research on this topic as well as discuss the future directions.
