title: Self-monitoring and at-risk middle school students. Academic performance improves, maintains, and generalizes.
abstract: Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.
authors.affiliation: University of New Orleans, USA.
authors.forename: Susan J
authors.initials: SJ
authors.lastname: Wood
authors.forename: Jane Y
authors.initials: JY
authors.lastname: Murdock
authors.forename: Mary E
authors.initials: ME
authors.lastname: Cronin
mesh_terms: D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D004519:Education, Special; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D012307:Risk Factors; D012647:Self-Assessment; D013332:Student Dropouts / Q000523:psychology*