Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation

1994 ◽  
Vol 4 (4) ◽  
pp. 439-457 ◽  
Author(s):  
Joseph R. Boyle ◽  
Charles A. Hughes
Keyword(s):  
Mental Retardation ◽  
Elementary Students ◽  
Self Monitoring ◽  
Moderate Mental Retardation ◽  
Task Behavior ◽  
On Task Behavior ◽  
And Task

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

scholarly journals PENERAPAN TEKNIK SELF-MONITORING UNTUK MENINGKATKAN PERILAKU ON-TASK PADA ANAK UNDERACHIEVER: SEBUAH STUDI KASUS

2019 ◽  
Vol 2 (2) ◽  
pp. 68-84
Author(s):  
Maria Dwindita ◽  
Rini Hildayani
Keyword(s):  
Academic Achievement ◽  
Single Case ◽  
The Self ◽  
Monitoring Method ◽  
Self Monitoring ◽  
Task Behavior ◽  
Monitoring Technique ◽  
On Task Behavior ◽  
Student Age

ABSTRAKPerilaku on-task merupakan segala perilaku yang bertujuan untuk menyelesaikan tugas sehingga berperan penting dalam pencapaian akademik pada anak. Anak dengan underachiever umumnya memiliki masalah dalam menampilkan perilaku on- task. Sebaliknya, mereka cenderung untuk menampilkan perilaku off-task yang didefinisikan sebagai perilaku melakukan pekerjaan yang tidak ada hubungannya dengan tugas atau aktivitas yang sedang dijalani. Perilaku on-task dapat ditingkatkan dengan metode self-monitoring. Tujuan penelitian ini adalah untuk menguji efektivitas teknik self-monitoring dalam meningkatkan perilaku on-task pada anak underachiever. Penelitian ini menggunakan desain penelitian subyek tunggal A-B dengan follow-updengan partisipan penelitian adalah anak laki-laki underachiever berusia 9 tahun dengan IQ rata-rata atas yang cenderung menampilkan perilaku off-task ketika dihadapkan pada suatu tugas atau aktivitas. Penelitian ini terdiri dari 10 sesi dan hasil menunjukkan bahwa teknik self-monitoring dapat meningkatkan perilaku on-task dari 60% menjadi 90% dan efek pemberian intervensi bertahan hingga tahap follow-up.Kata kunci: on-task, self-monitoring, underachieverABSTRACTOn-task behavior refers as all behaviors that intended to complete the task, so it plays an important role for children’s academic achievement. Mostly, the underachiever children tend to have problems demonstrating on-task behavior. In the contrary, they tend to demonstrate off-task behavior that defined as all behaviorsthat isn’t intended to complete the task. On-task behavior can be increased with self-monitoring method. The aim of this research is to test the effectivity of self-monitoring techinique to increase underachiever children’s on-task behavior. This research is a single case AB with follow-up design. The participant in this research is a male underachiever student age 9 with the IQ score of above average that tend to demonstrate off task behavior while working on his school task. This research consists of 10 session and the result shows that the self-monitoring technique is effective in increasing the on-task behavior from 60% to 90%. The effect of this intervention last until the follow up sessionKeywords: on-task, self-monitoring, underachiever

Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

1979 ◽  
Vol 2 (3) ◽  
pp. 24-32 ◽  
Author(s):  
Daniel P. Hallahan ◽  
John Lloyd ◽  
Marianne Myron Kosiewicz ◽  
James M. Kauffman ◽  
Anne W. Graves
Keyword(s):  
Response Rate ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Task Behavior ◽  
Treatment Conditions ◽  
External Reinforcement ◽  
The Subject ◽  
On Task Behavior ◽  
High Level

A 7-year, 11-month-old, learning disabled boy with attentional problems was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses (handwriting and math) and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. Academic response rate also increased for handwriting and, especially, math. In an attempt to “wean” the child from possible reliance on the external (tape recorder) signal to self-record, two other treatment conditions were added. The subject was first instructed to self-record without the aid of tape-recorded signals; then, self-recording was discontinued and he was simply to praise himself for being on task. Both conditions led to high levels of on-task behavior and academic output. A one-month followup for math after the experiment found a continued high level of on-task behavior. The relative efficacy of external reinforcement treatments versus more cognitively based approaches such as self-monitoring is discussed.

Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance

1993 ◽  
Vol 60 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Robert Reid ◽  
Karen R. Harris
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Academic Outcomes ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Task Behavior ◽  
Spelling Achievement ◽  
Student Interviews ◽  
Performance Effects ◽  
On Task Behavior

This study compared the effects of two types of self-monitoring on attention and academic performance. Twenty-eight students with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). Results showed that on-task behavior was significantly higher in both SMA and SMP than in SSP. Number of correct practices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-monitoring used may have direct, significant effects on academic outcomes; there does not appear to be a “best” method of self-monitoring for all students on all tasks.

Effects of Self-Recording on High-School Students' on-Task Behavior

1987 ◽  
Vol 10 (3) ◽  
pp. 203-213 ◽  
Author(s):  
Deborah W. Blick ◽  
David W. Test
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Disabled ◽  
Behavior Changes ◽  
School Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Emotionally Handicapped ◽  
Task Behavior ◽  
On Task Behavior

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

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