Abstract
Effects of self‐monitoring on‐task behavior, academic productivity, and academic accuracy were assessed with 6 elementary‐school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self‐monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on‐task behavior, self‐monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self‐monitoring productivity, whereas sixth graders' performance improved most when self‐monitoring accuracy. 1993 Society for the Experimental Analysis of Behavior
Original language | English (US) |
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Pages (from-to) | 329-344 |
Number of pages | 16 |
Journal | Journal of applied behavior analysis |
Volume | 26 |
Issue number | 3 |
DOIs | |
State | Published - 1993 |
Keywords
- learning disabled
- self‐monitoring
ASJC Scopus subject areas
- Philosophy
- Applied Psychology
- Sociology and Political Science