The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities.
The effects of self-monitoring on the procedural integrity of token economy implementation by 3 staff in a special education classroom were evaluated. The subsequent changes in academic readiness behaviors of 2 students with low-incidence disabilities were measured. Multiple baselines across staff and students showed that procedural integrity increased when staff used monitoring checklists, and students' academic readiness behavior also increased. Results are discussed with respect to the use of self-monitoring and the importance of procedural integrity in public school settings.
Michigan State University, East Lansing, Michigan 48824, USA. sferreri@msu.edu
Joshua B
JB
Plavnick
Summer J
SJ
Ferreri
Angela N
AN
Maupin
D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000628:therapy*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D004522:Educational Status; D006801:Humans; D012647:Self-Assessment; D014040:Token Economy