Cueing procedures in combination with self-monitoring procedures for use with learning disabled students who exhibit attention deficit hyperactivity disorder behavioral symptoms

A study was conducted in order to examine how using a systematic verbal, visual, and kinesthetic cueing procedure in combination with a self-monitoring procedure would affect verbalized noise-making behaviors (VNM) and extraneous noise-making behaviors (ENM) in upper elementary students with mild/moderate learning disabilities. The purpose of the study was to add to the established body of existing research on cueing procedures and self-monitoring procedures as effective techniques to manage disruptive classroom behavioral symptoms. Moreover, the purpose was to examine the researchers own effectiveness in carrying out a cueing and self-monitoring intervention. The researcher used a qualitative teacher action research design, utilizing ethnographic methods, in order to evaluate the problem. The results indicated that the cueing and self-monitoring intervention implemented in this study was shown to be effecitive for reducing problematic noise-making behaviors in students with learning disabilities who are in both primary and intermediate grades. Additionally, this intervention was effective in reducing both vocalized noise-making behaviors and extraneous noise-making behaivors in students with learning disabilities in the SDC setting.