Date of Award

12-2013

Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Rachel Brown PhD

Second Advisor

Mark W. Steege PhD

Third Advisor

Kelly McCormick PhD

Keywords

Progress monitoring, self-graphing

Abstract

Progress monitoring has been shown to be effective for gauging student growth in the area of mathematics. Likewise, self-graphing has been shown to improve student achievement in education. The present study investigates the effectiveness of progress monitoring as an intervention with a self-graphing component for second-grade students in the area of mathematics. This research examines the impact of progress monitoring on increased math skills, accuracy, and generalization to universal screening assessments. While results were variable, students’ accuracy improved upon implementation of progress monitoring. All-together, results suggest that progress monitoring with selfgraphing can be an effective intervention.

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