Self-monitoring Checklist Research Articles

A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and Adult Learners Utilizing a Validated Learning Behavior Questionnaire.

Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is the evaluation of the participation-centered learning behaviors among adolescent and adult learners employing a validated learning behavior questionnaire. Material and methods This was a cross-sectionalresearch. A total of 944 participants were in the study, including 456 adolescents from English-medium schools (aged 11 to 16) and 488 adults from a health professional institute ( aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp, College Station, United States), all of the responses were tallied and statistically examined. Results The mean scores of participation-centered learning behaviors were significantly higher in adult learners than in teenage learners. The findings of the qualitative component analyzed were consistent with the findings of the learning behavior questionnaire analysis. Conclusion The study's self-monitoring checklist may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.

The Effects of Using Video-Based Instruction in Solving Fraction Computations of Students with Autism Spectrum Disorder

The aim of this research was to assess whether using video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check impacted the extent to which five primary school students with Autism Spectrum Disorder (ASD) could accurately solve problems involving fractions. The sample of the study was purely comprised of five students owing to the challenges associated with eliciting approval to extend the study to a larger sample. A single-case multiple probe between participants experimental approach in its quasi-experimental design was employed to evaluate whether a significant association could be identified between these variables. The results revealed that from baseline to intervention, all five students solved simple proper fraction problems with greater accuracy and four were able to apply this ability to solve problems involving whole proper fractions. Given these results, the researchers recommend that to cater for the disparate learning needs of students with ASD across a range of settings, teachers should consider implementing interventions comprising VM and concrete manipulatives in conjunction with certain behavioural techniques. Owing to the challenges associated with eliciting approval to extend the study to a larger sample. Keywords: primary school, autism, mathematics, video‑based instruction, concrete manipulatives, self-monitoring strategy

COVID-19 Symptom Reporting Compliance Rates Among University Performing Arts Majors.

The COVID-19 pandemic negatively affected the performing arts sector by temporarily closing venues. As venues reopened, COVID-19 symptom self-reporting and monitoring were one tool to identify potentially symptomatic cast and crew, who would then undergo contact tracing, testing, or isolation to prevent spreading COVID-19. However, the compliance rates for submitting a COVID-19 self-monitoring checklist among undergraduate performing art majors remain unknown. This retrospective medical chart review investigated 282 cast and crew (68 males and 214 females) regarding their daily COVID-19 symptom report documents across the genres of dance, musical theater, and vocal performance throughout the production runs of 11 performances at a midwestern United States university's integrated performing arts campus. Compliance regarding the completion of the COVID-19 symptom checklist was compared between gender identity, performance semester, and performance type throughout the 2020-2021 academic year. There was no statistically significant difference on masking compliance when comparing males (mean 73.6%) and females (73.8%). The completion of the symptom self-reporting during the fall 2020 semester was statistically significantly higher than in the spring 2021 semester (F = 6.065, t = 4.485, df = 229.661, p = 0.014, d = 0.52). Additionally, those participating in musical theater were more compliant than those in vocal performance (F(2,280) = 4.410, p = 0.013, d = 0.031). There was no statistically significant difference between dance and musical theater or vocal performance and dance genres regarding overall compliance. These findings can help understand the groups of performing artists who would comply with the public health measure of completing a daily symptom checklist for COVID-19 or similar communicable diseases.

Early essential newborn care in national tertiary hospitals in Cambodia and Lao People’s Democratic Republic: a cross-sectional study

BackgroundMinistries of health in collaboration with the World Health Organization Regional Office for the Western Pacific (WPRO) have been scaling up early essential newborn care (EENC). This study was carried out to understand current EENC practices at hospitals in two priority countries: the Kingdom of Cambodia (Cambodia) and Lao People’s Democratic Republic (Lao PDR).MethodsEENC is subdivided into 79 checkpoints, referencing the self-monitoring checklist developed by the WPRO. Each checkpoint is rated using a 0 to 2-point scale, and a percentage was calculated for the rate of practice of each checkpoint by dividing the total scores by the maximum possible scores.ResultsIn total, 55 and 56 deliveries were observed in Cambodia and Lao PDR, respectively, and 35 and 34 normal deliveries were included in the analysis. The overall rates of the practices within the first 15 minutes after birth were high in both countries. The rates of the practices before birth and 15 minutes after birth were lower than the rates of the practices performed within the first 15 minutes after birth, especially “hand wash before preparation”, “preparation for newborn resuscitation”, and “monitoring of postpartum mothers and babies”. A detailed analysis revealed that the quality of the practices differed between the two countries regarding skin-to-skin contact and breastfeeding support.ConclusionsThe high rates of the practices within the first 15 minutes after birth suggest that the EENC coaching sessions supported by ministries of health and the WPRO have been effective. Differences in the quality of practices performed at a high rate between the two countries appeared to be related to factors such as the timing of the study, the perception of the staff, and the situation at the health facilities. These differences and identified practices with lower rates should be improved according to the situation in each country or health facility. Therefore, determining the quality of the practices in a country or a health facility is important. To further improve the quality of EENC, interventions tailored to the specific situation are necessary.

A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program

Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants’ knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed.

Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study.

Background: A learner transitions from being a primary learner to an adolescent learner and further to an adult learner in his/her academic life. The learners exhibit specific learning behaviors at all stages of learning, the mapping of which is required for optimization of learning.Primary Objective: To assess the product-centered learning behaviors in adolescent and adult learners using a validated learning behavior questionnaire.Secondary Objectives: To develop a self-monitoring checklist and a Set, Train Your Mind, Apply, and Reinforce (STAR) matrix from the learning behavior questionnaire.Material and Methods: It was a mixed-method analytical cross-sectional study. A total of 944 learners participated in the study, out of which 456 were adolescent learners (11-16 years) from an English-medium school (Central Board of Secondary Education (CBSE)) and 488 were adult learners (18-23 years) from a health professional institute. The quantitative component of the study was the validated learning behavior questionnaire, in which the study participants had to rate listed items on a scale of 0, 1, and 2. The qualitative component of the study was the focus group discussions (FGDs), which were conducted each for group of adolescent and adult learners. All the responses were tabulated and statistically analyzed using STATA-14 software.Results: The mean scores of product-centered learning behaviors was significantly higher in adult learners as compared to adolescent learners. The findings of the qualitative component evaluated were in tune with the findings of the analysis of the learning behavior questionnaire. The self-monitoring checklist and STAR matrix were generated from the validated learning behavior questionnaire.Conclusion: The evolved self-monitoring checklist and STAR matrix may aid in the assessment of learning behaviors and facilitate the inculcation of learning behaviors amongst adolescent and adult learners.

자기관리중재전략을 포함한 자기점검표 사용이 지적장애 전공과 학생의 작업 생산성에 미치는 영향*

The purpose of this study was to analyze the effects of using self-monitoring checklist containing self-management intervention on work productivity. For this purpose a student with intellectual disability who placed in special schools’ majoring courses was selected as a participant, and the experiment was conducted in a structured classroom setting. For this study, a multiple probe design across settings was used to identify a potential functional relationship between independent and dependent variables. The independent variable of this study was the self-management intervention which was materialized as ‘Self-Monitoring card’ including self-monitoring, self-evaluation, and self-reinforcement. The dependent variable of this study was the student’s work productivity which was measured by the number of products and the ratio of products without error at one period. During the intervention student’s work productivity was improved in all working settings, and the improved work productivity was maintained or more improved after the intervention. The result from this study demonstrated that the self-monitoring checklist has a positive effects on student’s work productivity.

COVID-19: how a self-monitoring checklist can empower early intervention and slow disease progression.

The SARS-CoV-2 novel coronavirus pandemic has revealed many scientific, social, and institutional challenges required to improve the health and wellbeing of individuals stricken by this disease. While organizations and governing institutions have risen to the task to concurrently prepare for and respond to this pandemic under conditions of high uncertainty and extreme pressure, another important aspect of this viral infection deserves attention and is not being fully considered, that is early intervention strategies and structured tools for individuals who test positive for the virus and begin developing symptoms. For those whose infection is progressing, we describe the potential benefits of a self-monitoring tool for use in combination with physician directed early medical interventions to slow COVID-19 progression.

놀이치료 과정에서 놀이치료자의 자기점검 체크리스트 개발 : 통합적 접근 기반

본 연구는 통합적 접근에서 놀이치료 과정을 점검하기 위한 문항을 개발하여 놀이치료자가 놀이치료 전 과정에서 치료 효과를 증진시키고 전문성을 향상시키고자 하는데 목적을 두었다. 놀이치료 과정의 자기점검 문항을 개발하기 위해 문헌고찰을 하였으며, 놀이치료 과정과 관련된 전공 서적 및 측정도구들을 분석하여 5개 치료적 영역 및 15개 하위 영역에서 총 209문항을 선정하였다. 치료적 영역 및 하위 영역은 아동과 합류에서 ‘사례이해, 긍정적 정서경험, 제한설정 기술’, 놀이반응 기술에서 ‘언어적 반응기술, 비언어적 반응기술’, 저항 다루기에서 ‘침묵 및 철수 저항, 행동화 저항, 저항 다루기 기술’, 전이와 역전이 다루기에서 ‘아동 전이 반응, 내현적 역전이 반응, 외현적 역전이 반응, 역전이 다루기 기술’, 아동의 적응에서 ‘아동의 적응 진보, 아동의 적응을 돕는 기술, 종결 신호’로 구성되었다. 선정된 문항에 대한 내용타당도 검증을 통해 전문가 집단의 내용타당도 지수(CVI)를 산출하여 놀이치료 과정의 5개 치료적 영역과 15개 하위 영역에서 총 132개의 자기점검 문항을 개발하였다. 본 연구는 각 이론들의 강점을 부각시켜 아동의 정서, 인지, 행동을 통합적으로 다룰 수 있도록 한 점에서 큰 의의가 있으며, 초보 놀이치료자가 놀이치료 과정에서 치료의 효과 증진을 위해 무엇을 점검하고 아동에게 어떻게 반응해야 하는지에 대한 가이드를 제공하였다는 것에 함의가 있다.

An Evaluation of Fidelity of Implementation of a Manualized Social-Play Intervention

In this study, we evaluated three lessons from a manualized social play skills intervention, Play20. Play20 is a focused intervention that is designed to improve early social skill development in children with autism spectrum disorder through naturalistic play. First, we evaluated the procedural fidelity of instructor implementation of Play20, and we also evaluated the effects of an added instructor self-monitoring checklist in further improving instructor behavior. Finally, we evaluated the effects of Play20 on child play outcomes. Instructor procedural fidelity increased in the presence of the Play20 lessons, and further improved in the presence of the instructor self-monitoring checklist. Child outcomes moderately improved as well. Implications and future directions are discussed.

Teaching students with ASD to solve fraction computations using a video modeling instructional package

BackgroundWith the surge of intervention research examining ways of supporting students with autism spectrum disorder (ASD) in inclusive settings, there remains a need to examine how technology supports could enhance students’ learning by offering one size fits one instruction. Furthermore, intervention studies focused on teaching students with ASD how to solve fractions are scarce. AimsThe purpose of this research study was to examine the effects of providing instruction via video modeling (VM), concrete manipulatives, a self-monitoring checklist, and practice for comprehension check on the accuracy of fraction problem solving of three middle school students with ASD. Methods and proceduresThrough the use of single-case multiple probe across students experimental design, we examined whether a functional relation existed between the intervention and students’ improved accuracy of solving simple proper fraction problems. Outcomes and resultsAll three students improved the accuracy of solving simple proper fraction problems from baseline to intervention sessions and two students generalized the skill to solving whole proper fraction problems. Conclusions and implicationsThe intervention consisting of VM and concrete manipulatives along with additional behavioral strategies offers an option for teachers to accommodate diverse learning needs of students with ASD in a variety of settings.

Effects of Self-Checked Monitoring Home Exercises on Gait, Balance, Strength, and Activities of Daily Living in People with Parkinson’s Disease

Background: Self-checked monitoring home exercises are recommended for preventing falls among people with Parkinson’s disease. However, as these home exercises are performed autonomously by patients without professional management, their accuracy and efficiency can be compromised. Objective: To investigate the effects of providing regular training sessions to patients and caregivers and of patient self-monitoring of exercise performance following the implementation of a self-checked monitoring exercise program for people with Parkinson’s disease. Design: Randomized Pretest-Posttest Control Group Design. Methods: We provided regular self-checked monitoring home exercise and general home exercise programs to 30 participants for 12 weeks. Once a month at the first, fifth, and ninth-week sessions, a rehabilitation team attended the Parkinson’s group education. In addition to the subject in the experimental group perform the home exercises program to provide feedback regarding the home exercises program and to carry out a self-monitoring checklist performance for 12 weeks. Results: The 10 m walk test, functional reach test, and sit to stand test and the modified Barthel index significantly improved in the self-checked monitoring home exercise group. Conclusion: These results suggest that self-checked home exercise programs, which facilitate safety and consistent performance of exercises at home, are beneficial for people with Parkinson’s disease.

Assessing a multi-component math intervention within a cognitive-behavioral framework on the word problem-solving responses of a diverse group of third graders

AbstractIn third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their content must be relevant and provide for growth to mature mathematical concepts. Based on these conclusions, additional research was needed. Therefore, the focus of this study was to evaluate the effectiveness of a multi-component word problem-solving intervention with explicit instruction strategies, multiple exemplars, the teaching of student-generated visual representations, incorporation of a self-monitoring checklist, and Common Core State Standards’ appropriate curriculum. Within a multiple baseline across behaviors design, the study evaluated the paraphrasing, visualizing, and computing word problem-solving responses of 10 third graders identified as le...

Helping teachers maintain classroom management practices using a self-monitoring checklist

The purpose of this study was to examine the extent to which the use of a self-monitoring checklist helped teachers maintain use of evidence-based classroom management practices. Teachers used the self-monitoring checklist after high initial levels of implementation accuracy and consistency of the Good Behavior Game classroom management practices were achieved with didactic training and performance feedback. A multiple baseline single subject design across teachers was used to assess the research questions. Results indicate that teacher's use of the self-monitoring checklist helped them maintain classroom management practices. The results are discussed and future research is recommended.

Healthy habits: efficacy of simple advice on weight control based on a habit-formation model

To evaluate the efficacy of a simple weight loss intervention, based on principles of habit formation. An exploratory trial in which overweight and obese adults were randomized either to a habit-based intervention condition (with two subgroups given weekly vs monthly weighing; n=33, n=36) or to a waiting-list control condition (n=35) over 8 weeks. Intervention participants were followed up for 8 months. A total of 104 adults (35 men, 69 women) with an average BMI of 30.9 kg m(-2). Intervention participants were given a leaflet containing advice on habit formation and simple recommendations for eating and activity behaviours promoting negative energy balance, together with a self-monitoring checklist. Weight change over 8 weeks in the intervention condition compared with the control condition and weight loss maintenance over 32 weeks in the intervention condition. At 8 weeks, people in the intervention condition had lost significantly more weight (mean=2.0 kg) than those in the control condition (0.4 kg), with no difference between weekly and monthly weighing subgroups. At 32 weeks, those who remained in the study had lost an average of 3.8 kg, with 54% losing 5% or more of their body weight. An intention-to-treat analysis (based on last-observation-carried-forward) reduced this to 2.6 kg, with 26% achieving a 5% weight loss. This easily disseminable, low-cost, simple intervention produced clinically significant weight loss. In limited resource settings it has potential as a tool for obesity management.

Check It Off

A teacher—researcher translated research-based practices related to using self-instruction in special education settings into inclusive classroom practices with students with learning disabilities (LD) and students for whom English was a second language (ESL). Both groups were fully included in a third-grade classroom. After classwide instruction and regrouping, several students with LD and some students with ESL still remained confused about the concept. The special education teacher developed individualized self-monitoring checklists based on an error analysis of each student's difficulties and taught each student how to use his or her own self-monitoring checklist to help learn the math concept. Both groups of students benefited from self-monitoring instruction to such an extent that their performance closely matched that of their typically achieving peers. All students reported that they enjoyed using the checklist. The authors also discuss implications for teachers and for teachers as researchers.

The Effects of the Vocabulary Overview Guide on Vocabulary Comprehension and Retention

This study investigated the effectiveness of the Vocabulary Overview Guide in improving vocabulary comprehension and retention of terms from connected discourse. The guide incorporates a graphic organizer to relate text information, personal clues to associate terms with background knowledge, and a selfmonitoring checklist to assess understanding. This strategy was compared to a traditional method of listing and studying definitions. Subjects, developmental college readers, were administered pretests, posttests, and delayed posttests. An Analysis of Variance indicated that the Vocabulary Overview Guide group was significantly superior to the traditional group in improving vocabulary comprehension and retention and in increasing metacognitive awareness on post and delayed posttests.

A Self-Monitoring Feedback Package for Improving Freestyle Figure Skating Practice

Behavioral coaching techniques consisting of instructions, a self-monitoring checklist, and coach feedback were examined at freestyle practice sessions with three female prenovice figure skaters. These techniques were compared to normal coaching procedures for their effects on the frequency of jumps and spins performed, the number of times a skater practiced a routine to music, and the amount of time spent engaging in off-task behaviors during 45-min free-skating sessions. Within a reversal-replication design, the behavioral coaching techniques produced considerable improvement on all dependent measures. Social validation measures indicated that the procedures improved quality of skating and were rated positively by the coach and by two of the three skaters.

Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings

Abstract A multiple-baseline design across behaviors was used to evaluate the extent to which direct instruction alone and direct instruction plus a self-monitoring checklist are effective in promoting the transfer of “neat-paper” skills to written assignments produced in nontraining settings. Direct instruction on nine skills necessary to produce a neat paper was provided to 15 resource-room students over a period of six weeks. Results indicate that direct instruction alone was generally insufficient to promote the transfer of acquired neat-paper skills to students' written assignments in other academic periods of the day. Introduction of a self-monitoring checklist, however, facilitated this transfer, resulting in pronounced improvement in the neatness of students' papers.

The Effect of Inference Training on Children's Comprehension of Expository Text

Three procedures were used to help sixth-grade children increase inferential reading comprehension with expository text: a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to train the subjects to use the strategy independently. There were two treatment groups. One used the cloze procedure to integrate text and background knowledge and the checklist to maintain the strategy; the other used both the structured overview and the cloze procedure with the checklist. A control group read the same materials as the other two groups, but was not trained in any strategy. Posttests periodically measured the students' progress and ability to infer. Transfer and delayed transfer tests measured the application of inferential skills to untaught materials immediately after instruction and six weeks thereafter without further instruction. Results indicated that students in both treatment groups increased their inferential comprehension skills as measured by both the immediate and delayed transfer tests. Results also indicated that below average readers benefitted most from the instruction.