title: Using self-monitoring with an adolescent with disruptive classroom behavior: preliminary analysis of the role of adult feedback.
abstract: Current research supports the effectiveness of self-monitoring strategies for addressing academic and behavioral challenges within educational settings. Although variations in procedures exist, frequently implementation of self-monitoring involves some form of adult feedback as a method of establishing accurate self-monitoring. To date, however, researchers have not systematically evaluated whether adult feedback is a necessary component for self-monitoring to be effective. In the current investigation, the influence of adult feedback on the effectiveness of self-monitoring was analyzed. The participant was a 13-year-old student receiving educational services in a special education school at a residential facility for youth with conduct problems. The effectiveness of self-monitoring with and without adult feedback was compared. Results suggest that adult feedback may be an important component for establishing self-monitoring as an effective intervention for behavior problems exhibited in academic settings.
authors.affiliation: Department of Pediatrics, Child Development and Rehabilitation Center, Oregon Health & Science University, USA.
authors.forename: Kurt A
authors.initials: KA
authors.lastname: Freeman
authors.forename: Elizabeth T
authors.initials: ET
authors.lastname: Dexter-Mazza
mesh_terms: D000293:Adolescent; D000328:Adult; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000517:prevention & control*; D005246:Feedback; D006801:Humans; D008297:Male; D020377:Self Efficacy; D013334:Students / Q000523:psychology*