And so forth yet they all benefited from using the

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and so forth, yet they all benefited from using the ACT-REACT strategy.There are limitations associated with this inquiry. Thisstudy of the effectiveness of ACT-REACT relied on the useof a nonconventional measurement system in the first ofthe three demonstrations. Frequency observations are nottypically used to measure behaviors that are not discrete;this thus was a less sensitive measure of the students’ aca-demic disengagement. It is also important to note that forGroups 2 and 3, the measurement system was changed to amomentary time-sampling procedure, which reflected amore sensitive as well as conventional approach, and theresults achieved with Group 1 were replicated. This seemsto provide additional support for the outcomes achieved inthis study.The inclusion of rewards for one participant in Group1 of the study (John) was a potential design confound inthat his ACT-REACT intervention differed from that of theother eight students. Again, it is important to consider thatthe results were replicated with all of the other subjectswho did not receive any type of extrinsic reward.Also, much of the data were collected by the author/researcher. This could reflect a potential bias, as the re-searcher was not naïve to the purposes or conditions of thestudy. Future studies will call for implementation of ACT-REACT on behalf of practicing teachers and data collec-tion by naïve observers in an attempt to control for thisvariable.
Moreover, a fading condition was not included in thisinquiry. A study that incorporates a gradual fadingschedule is preferred. Another important consideration isthat the complexity (SMA + SMP) of the strategic self-monitoring intervention may not have been necessary. Fu-ture research should evaluate simpler packages or use acomponent withdrawal design to “tease out” effective com-ponents of the ACT-REACT strategy.These limitations not withstanding, the results areconsistent with the substantial knowledge base in self-management and also contribute to the emerging litera-ture on the provision of effective behavioral and academicsupports for students with exceptionalities in inclusiveclassrooms. The ACT-REACT strategy used in this studyincluded a variety of specific components (i.e., SMA +SMP) to improve students’ academic engagement and pro-ductivity. Although this investigation did not identify whichdimensions of ACT-REACT are the most salient, it didconfirm that it is an effective strategy for fostering self-management and enhancing academic performance. Also,as the results of this investigation indicate that ACT-REACT works well with nondisabled students, generaleducation teachers may be more responsive to its use.Moreover, ACT-REACT is aligned with the No Child LeftBehind Act legislation, in that it is an evidence-based prac-tice used strategically to improve all students’ learning, andit also is in accord with IDEA 1997, in that the strategy of-fers educators an additional framework for the provision

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Term
Spring
Professor
Dr Floyd
Tags
Accelerated Reader

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