Marcia L. Rock
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Marcia L. Rock has a total of 1 co-authors. Here are the top co-authors by number of shared publications:
Beth K. Thead
The University of Alabama
1 shared publication
Latest Publications
- 1 August 2007
- Published by Springer Nature in Journal of Behavioral Education
- Vol. 16 (4) , 389-412
The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity
- 1 August 2007
- Published by Springer Nature in Journal of Behavioral Education
- Vol. 16 (4) , 389-412
The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity
- 1 January 2005
- Published by SAGE Publications in Journal of Positive Behavior Interventions
- Vol. 7 (1) , 3-17
Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities
This study investigated the effects of a strategic self-monitoring intervention (i.e., ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities. Seven boys and two girls of elementary age who received their educational services in two different inclusive classrooms participated in this investigation. The students were taught to use the ACT-REACT strategy during independent math/reading seatwork. ACT-REACT is a combined self-monitoring of attention and self-monitoring of performance intervention designed to help chronically disengaged students take control of their learning. A multiple-baseline-across-subjects design with an embedded reversal indicates that ACT-REACT was an effective strategy for fostering self-management and enhancing the academic performance of students with differing needs in inclusive classrooms.
- 1 January 2005
- Published by SAGE Publications in Journal of Positive Behavior Interventions
- Vol. 7 (1) , 3-17
Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities
This study investigated the effects of a strategic self-monitoring intervention (i.e., ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities. Seven boys and two girls of elementary age who received their educational services in two different inclusive classrooms participated in this investigation. The students were taught to use the ACT-REACT strategy during independent math/reading seatwork. ACT-REACT is a combined self-monitoring of attention and self-monitoring of performance intervention designed to help chronically disengaged students take control of their learning. A multiple-baseline-across-subjects design with an embedded reversal indicates that ACT-REACT was an effective strategy for fostering self-management and enhancing the academic performance of students with differing needs in inclusive classrooms.