A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities.
In this investigation, we evaluated the effectiveness of a self-monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two-phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self-monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self-monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self-monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional strategies.
Dunlap
L K
LK
Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa 33612.
Dunlap
G
G
D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008433:Mathematics; D011340:Problem Solving