| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === The purpose of this study was to investigate how self-management strategy affect the on-task behavior of junior high school students with learning disability. This study adopted multiple-probe-across-subjects designs. The participants were three junior high school students with learning disabilities in Taichung. Through teaching students self-management strategies (self-monitoring, self-evaluation, and self-reinforcement strategies), The changes of three participants’ on-task behaviors during class this study were observed, and then data were analyzed by visual analysis. The results of this study were as follows:
1. Self-mangement strategies had promoting effects on the on-task behaviors of junior high school students with learning disabilities.
2. Self-management strategies had maintainable effects on the on-task behaviors of junior high school students with learning disabilities.
3. Self-managemet strategies had generalization effects on the on-task behaviors of junior high school students with learning disabilities.
4. The participants and their teacher agreed that self-management strategies had positive effects on promoting the on-task behavior, and they also admired this program.
According to the aforementioned conclusions, this study proposed several suggestions about future instruction and research for applications and references.
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