Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance

Samuel A. Digangi, John W. Maag, Robert B. Rutherford

Research output: Contribution to journalArticle

51 Scopus citations

Abstract

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities. Differential effects of self-evaluation and self-reinforcement were assessed along with self-monitoring and self-graphing using a single-case multiple-treatment design. Subjects self-monitored and self-graphed their on-task behavior. Measures of academic arithmetic performance (productivity and accuracy) were collected simultaneously. For both students, on-task behavior and academic performance improved during self-monitoring, with additional increases due to self-graphing. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and self-evaluation, although academic accuracy increased slightly for both. Implications for research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)221-230
Number of pages10
JournalLearning Disability Quarterly
Volume14
Issue number3
DOIs
StatePublished - Aug 1991

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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