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Effects of Multimedia Goal-Setting Instruction on Students' Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior
ARTICLE

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Journal of Positive Behavior Interventions Volume 15, Number 2, ISSN 1098-3007

Abstract

Students at risk for, or with, emotional disturbance during preadolescence struggle to adjust socially, behaviorally, and academically and often make choices about relationships that support problem behaviors. Research suggests explicitly teaching self-determination skills as early as preschool may prevent referral to special education with a label of emotional disturbance. This study examined the effects of a multimedia goal-setting intervention on students' knowledge of the self-determined learning model of instruction and disruptive behavior. Results indicated a functional relationship between the independent variable and dependent variables. Limitations, suggestions for future research, and implications for practice are provided. (Contains 2 figures.)

Citation

Mazzotti, V.L., Test, D.W. & Wood, C.L. (2013). Effects of Multimedia Goal-Setting Instruction on Students' Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior. Journal of Positive Behavior Interventions, 15(2), 90-102. Retrieved July 3, 2022 from .

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