DIFFERENTIAL EFFECTS OF SELF‐MONITORING ATTENTION, ACCURACY, AND PRODUCTIVITY

John W. Maag, Robert Reid, Samuel A. DiGangi

    Research output: Contribution to journalArticlepeer-review

    66 Scopus citations

    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 languageEnglish (US)
    Pages (from-to)329-344
    Number of pages16
    JournalJournal of applied behavior analysis
    Volume26
    Issue number3
    DOIs
    StatePublished - 1993

    Keywords

    • learning disabled
    • self‐monitoring

    ASJC Scopus subject areas

    • Philosophy
    • Applied Psychology
    • Sociology and Political Science

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