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).

Format

Individual Presentation

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

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Mar 6th, 3:00 PM Mar 6th, 4:15 PM

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.