Volume 23, Issue 1 (1994)
Relative Effects of Self-Monitoring On-Task Behavior, Academic Accuracy, and Disruptive Behavior in Students With Behavior Disorders
Audrey L. Lam, Christine L. Cole, Edward S. Shapiro, Linda M. Bambara
This study examined the relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior by three male students with behavior disorders. Of interest were the reactive effects of each self-monitoring procedure, as well as the collateral effects on the other two behaviors that were not being self-monitored. The three self-monitoring conditions were compared using counterbalanced treatment procedures and a withdrawal design. Results indicated positive effects of self-monitoring on all three target behaviors for each participant. Although each self-monitoring procedure had similar positive effects, self-monitoring academic accuracy appeared to be most beneficial for these students. Limitations and implications for target behavior selection are discussed.
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