The effects of class-wide self-monitoring training on on-task levels of preschool children with developmental disabilities

In this research, the effects of class-wide self-monitoring training on on-task and self-monitoring usage levels of preschool children with developmental disabilities have been analyzed; whether the changes occurred on on-task and self-monitoring usage levels of children are maintained or not once after the treatment comes to an end has been tried to be determined. As well, by making social comparison, it has been determined whether on-task levels of children with developmental disabilities come close to the on-task levels of their peers typically developed at the end of the class-wide self-monitoring training. Furthermore, the opinions of typically developed children receiving training in the classes which the treatment in question is carried out in and of teachers performing in these classes with regard to the class-wide self-monitoring training have been tried to be put forth.The research has been carried out in four different preschool education classes in Çanakkale Province, with the participation of 4 children with developmental disabilities and 89 typically developed children. Data concerning the effectiveness of class-wide self-monitoring training has been gathered from children with developmental disabilities, while the data used to make social comparison has been obtained from typically developed children. In the research carried out by the use of multiple baseline design across subjects, inter-observer agreement and treatment integrity data have been gathered and high reliability findings have been acquired.Research findings have indicated that class-wide self-monitoring training takes effect upon enhancing the on-task levels of preschool children with developmental disabilities and on the maintenance of this change occurred, once after the treatment is ended. Also, findings have revealed that class-wide self-monitoring training has an effect on increasing the self-monitoring usage levels of preschool children with developmental disabilities and the maintenance of this change occurred, once after the treatment is ended, as well. Findings regarding social comparison point out that mean on-task levels of children with developmental disabilities have considerably come close to the mean on-task levels of their typically developed peers at the end of the class-wide self-monitoring training. As for the results received over interviews made, these present that the opinions of typically developed children receiving training in classes which the treatment is carried out in and of preschool teachers performing in these classes with regard to the class-wide self-monitoring training are positive.