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@article{ART001539770},
author={지종민},
title={The practice effects on the use of metacognitive strategies through behavior contracts},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2011},
volume={12},
number={1},
pages={403-433}

TY - JOUR
AU - 지종민
TI - The practice effects on the use of metacognitive strategies through behavior contracts
JO - Journal of Special Education: Theory and Practice
PY - 2011
VL - 12
IS - 1
PB - Research Institute of the Korea Special Education
SP - 403
EP - 433
SN - 1598-060X
AB - The purpose of this study is to explore the practice effects on the use of metacognitive strategies through behavior contracts. I used multiple baseline design across settings among single subject designs and autoethnography for this research. The use of metacognitive strategies through behavior contracts decreased problem behaviors of a child with attention deficit hyperactivity disorder such as seat-leaving behaviors and friends-disturbing behaviors and increased assignment-implementing behaviors. But Researcher found through autoethnography that a child with attention deficit hyperactivity disorder implemented assignments insincerely. A child with attention deficit hyperactivity disorder just pretended to implement assignments. Researcher suggested that general education teachers of elementary schools must take responsibility for children with attention deficit hyperactivity disorder in relation to early intervention because there are some of children with attention deficit hyperactivity disorder in schools. General education teachers always have being observed children with attention deficit hyperactivity disorder for a long time, so general education teachers maybe are able to know the characteristic of children with attention deficit hyperactivity disorder and to implement effective interventions.
KW - metacognitive strategies;behavior contracts;multiple baseline design across settings;autoethnography
DO -
UR -
ER -

지종민. (2011). The practice effects on the use of metacognitive strategies through behavior contracts. Journal of Special Education: Theory and Practice, 12(1), 403-433.

지종민. 2011, "The practice effects on the use of metacognitive strategies through behavior contracts", Journal of Special Education: Theory and Practice, vol.12, no.1 pp.403-433.

지종민 "The practice effects on the use of metacognitive strategies through behavior contracts" Journal of Special Education: Theory and Practice 12.1 pp.403-433 (2011) : 403.

지종민. The practice effects on the use of metacognitive strategies through behavior contracts. 2011; 12(1), 403-433.

지종민. "The practice effects on the use of metacognitive strategies through behavior contracts" Journal of Special Education: Theory and Practice 12, no.1 (2011) : 403-433.

지종민. The practice effects on the use of metacognitive strategies through behavior contracts. Journal of Special Education: Theory and Practice, 12(1), 403-433.

지종민. The practice effects on the use of metacognitive strategies through behavior contracts. Journal of Special Education: Theory and Practice. 2011; 12(1) 403-433.

지종민. The practice effects on the use of metacognitive strategies through behavior contracts. 2011; 12(1), 403-433.

지종민. "The practice effects on the use of metacognitive strategies through behavior contracts" Journal of Special Education: Theory and Practice 12, no.1 (2011) : 403-433.