title: Using self-recording of on-task behavior by a preschool child with disabilities.
abstract: In an evaluation of effects of self-monitoring on the on-task behavior by a preschool child with disabilities, analysis indicated that self-monitoring increased the child's on-task behavior in each of three settings in the classroom. The import of these findings for preschool education was noted.
authors.affiliation: Gonzaga University, Spokane, WA 99258.
authors.forename: L R
authors.initials: LR
authors.lastname: Harding
authors.forename: V F
authors.initials: VF
authors.lastname: Howard
authors.forename: T F
authors.initials: TF
authors.lastname: McLaughlin
mesh_terms: D001288:Attention; D001521:Behavior Therapy; D002675:Child, Preschool; D006233:Persons with Disabilities / Q000523:psychology*; D004519:Education, Special; D004522:Educational Status; D006801:Humans; D007389:Internal-External Control; D008297:Male; D012649:Self Concept