@article{ART001729491},
author={Yoo, Hwan-Jo and Youngchul Lee},
title={The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2012},
volume={13},
number={4},
pages={313-337}
TY - JOUR
AU - Yoo, Hwan-Jo
AU - Youngchul Lee
TI - The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2012
VL - 13
IS - 4
PB - Research Institute of the Korea Special Education
SP - 313
EP - 337
SN - 1598-060X
AB - The purposes of this study was to investigate sweeping skills of children with mild intellectual disabilities when using self-monitoring strategy with picture and explanation cues.
The intervention time was conducted 40minutes each session triweekly during 12 weeks with 3 children with mild intellectual disabilities which are assigned H special education school, Jeon-nam, Korea. And by multiple probe design across subjects, results about acquisition and maintaining of sweeping skills - ‘preparing sweeping’, ‘sweeping’, ‘arranging after sweeping’ - were presented by graph and percentage.
The summarized results of this study are the following. First, preparation, execution and arrangement sweeping skill of children with mild intellectual disabilities is improved when they use self-monitoring strategy with picture and explanation cues. Second, acquired skill maintained consistently. Being based on this, from now on, it is possible to apply sweeping skill with self-monitoring strategy in reality among skills which they have for everyday life.
KW - mild intellectual disabilities;self-monitoring strategy;sweeping skills
DO -
UR -
ER -
Yoo, Hwan-Jo and Youngchul Lee. (2012). The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities. Journal of Special Education: Theory and Practice, 13(4), 313-337.
Yoo, Hwan-Jo and Youngchul Lee. 2012, "The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities", Journal of Special Education: Theory and Practice, vol.13, no.4 pp.313-337.
Yoo, Hwan-Jo, Youngchul Lee "The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities" Journal of Special Education: Theory and Practice 13.4 pp.313-337 (2012) : 313.
Yoo, Hwan-Jo, Youngchul Lee. The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities. 2012; 13(4), 313-337.
Yoo, Hwan-Jo and Youngchul Lee. "The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 313-337.
Yoo, Hwan-Jo; Youngchul Lee. The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities. Journal of Special Education: Theory and Practice, 13(4), 313-337.
Yoo, Hwan-Jo; Youngchul Lee. The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities. Journal of Special Education: Theory and Practice. 2012; 13(4) 313-337.
Yoo, Hwan-Jo, Youngchul Lee. The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities. 2012; 13(4), 313-337.
Yoo, Hwan-Jo and Youngchul Lee. "The Effects of Self-monitoring Strategy with Picture and Explanation Cues on the Learning of Sweeping Skills for Children with Mild Intellectual Disabilities" Journal of Special Education: Theory and Practice 13, no.4 (2012) : 313-337.
