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

Samuel DiGangi, John W. Maag, Robert B. Rutherford

Research output: Contribution to journalArticle

48 Citations (Scopus)

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 15 1991

Fingerprint

Diagnostic Self Evaluation
monitoring
reinforcement
productivity
Students
performance
Efficiency
Learning Disorders
evaluation
learning disability
student
Research
Reinforcement (Psychology)
Therapeutics

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

Self-graphing of on-task behavior : Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. / DiGangi, Samuel; Maag, John W.; Rutherford, Robert B.

In: Learning Disability Quarterly, Vol. 14, No. 3, 15.08.1991, p. 221-230.

Research output: Contribution to journalArticle

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