Format
Individual Presentation
First Presenter's Institution
University of Georgia
Second Presenter's Institution
University of Wisconsin - Eau Claire
Third Presenter's Institution
NA
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Location
Percival
Strand #1
Academic Achievement & School Leadership
Strand #2
Social & Emotional Skills
Relevance
Self-recording during academic task can increase engagement and academic performance. This relates to Strand 1. Strand 2 is relevant to the presentation because the social skills instruction that will be described focused on improving compliance to teacher requests.
Brief Program Description
The implementation of Self-recording techniques and social skills instruction designed to increase engagement and compliance to teacher directions will be described. Two research studies will be presented in which students with behavioral challenges improved academic engagement and compliance.
Summary
Relevance:
The information presented will be relevant to teachers and related personnel who serve school-aged children and youth who exhibit non-compliance and deficits in academic attending and performance.
Outcomes:
Upon completion of this presentation, participants will be able to
• Describe procedures for designing, collecting, and presenting video-based instruction utilizing pro-social models.
• Describe procedures for designing self-recording techniques that are associated with student gains in academic engagement and performance
. • Describe a method for measuring the target behaviors (i.e., following directions, on-task, academic success/improvement)
•Describe an applied research method for evaluating a functional relationship between the instructional model and the dependent variables.
Two research studies will be presented that exemplify the procedures and benefits.
Evidence
The research literature relevant to this presentation is theoretically tied to social learning theory (Bandura, 1977) and Self-management techniques, particularly self-recording. Many studies have used video and/or self-management to enhance engagement and/or compliance of students with behavioral challenges (Embregts, 2012; Green & Edrisinha, 2005; Walther and Beare, 1991), including one of the studies presented in the proposal (1st presenter is first author, published 2015).
Biographical Sketch
Tom Clees is an Associate Professor of Special Education at the University of Georgia. He earned his doctorate from the University of Wisconsin. His research interests are in social skills instruction, self-management, and applied behavior analysis. He conducts teacher training in the areas of intellectual disabilities, behavioral disorders, and autism.
J. Todd Stephens is a Professor of Special Education at the University of Wisconsin - Eau Claire. He earned his doctorate from the University of Wisconsin. His research interests are in the area of skills instruction for children and youth with intellectual disability and behavioral challenges.
Keyword Descriptors
social skills instruction; self-recording; academic engagement; compliance
Presentation Year
2017
Start Date
3-6-2017 3:00 PM
End Date
3-6-2017 4:15 PM
Recommended Citation
Clees, Tom J. and Stephens, Todd Ph.D., "Increasing Academic Engagement and Compliance with Self-Management and Social Sills Instruction" (2017). National Youth Advocacy and Resilience Conference. 41.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2017/2017/41
Included in
Increasing Academic Engagement and Compliance with Self-Management and Social Sills Instruction
Percival
The implementation of Self-recording techniques and social skills instruction designed to increase engagement and compliance to teacher directions will be described. Two research studies will be presented in which students with behavioral challenges improved academic engagement and compliance.
