Differential effects of self-monitoring attention, accuracy, and productivity.
Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with 6 elementary-school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self-monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on-task behavior, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self-monitoring productivity, whereas sixth graders' performance improved most when self-monitoring accuracy.
Maag
J W
JW
Department of Special Education and Communication Disorders, University of Nebraska-Lincoln 68583-0732.
Reid
R
R
DiGangi
S A
SA
D001288:Attention; D001364:Awareness; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D004522:Educational Status; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008433:Mathematics; D011214:Practice, Psychological; D011340:Problem Solving; D012073:Remedial Teaching / Q000379:methods; D012649:Self Concept