Self-Monitoring of Attention versus Self-Monitoring of Performance: Replication and Cross-Task Comparison Studies

1994 ◽  
Vol 17 (2) ◽  
pp. 121-139 ◽  
Author(s):  
Karen R. Harris ◽  
Steve Graham ◽  
Robert Reid ◽  
Karen McElroy ◽  
Robin Stern Hamby
Keyword(s):  
Learning Disabilities ◽  
Performance Monitoring ◽  
Positive Impact ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
Story Writing ◽  
On Task Behavior ◽  
And Performance

The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.

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.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

2020 ◽  
pp. 109830072092935
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Rachel Sofarelli
Keyword(s):  
Autism Spectrum Disorder ◽  
Performance Feedback ◽  
Staff Training ◽  
Autism Spectrum ◽  
Self Monitoring ◽  
Task Behavior ◽  
Culturally Adapted ◽  
Students With Autism ◽  
On Task Behavior ◽  
And Performance

This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

The Effects of Self-Monitoring on Children with Attention-Deficit/Hyperactivity Disorder Who Are Receiving Pharmacological Interventions

1997 ◽  
Vol 18 (2) ◽  
pp. 121-128 ◽  
Author(s):  
Mickie Y. Mathes ◽  
William N. Bender
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Pharmacological Intervention ◽  
Self Monitoring ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior ◽  
Male Subjects

A multiple baseline design was employed for this study to assess the effects of using a self-monitoring procedure to enhance on-task behavior of students with attention-deficit/hyperactivity disorder who were already receiving pharmacological treatment. Three male subjects in a public school, ages 8 to 11, were selected for the study because of their frequent off-task and inattentive behaviors in the classroom, despite their receiving psychostimulant medication. The subjects were classified as having emotional/behavioral disorders according to criteria established by the state of georgia. Intervention involved training in self-monitoring procedures. A functional relationship was established between independent and dependent variables: all 3 subjects demonstrated an increase in on-task behavior when self-monitoring was utilized. A combination of pharmacological intervention and self-monitoring procedures enhanced the students' on-task behavior.

Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities

1991 ◽  
Vol 14 (3) ◽  
pp. 164-177 ◽  
Author(s):  
Mary Anne Prater ◽  
Rebecca Joy ◽  
Beth Chilman ◽  
Joan Temple ◽  
Sidney R. Miller
Keyword(s):  
Learning Disabilities ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior

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

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