Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies

Karen Harris, Stephen Graham, Robert Reid, Karen McElroy, Robin Stern Hamby

Research output: Contribution to journalArticle

65 Citations (Scopus)

Abstract

The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.

Original languageEnglish (US)
Pages (from-to)121-139
Number of pages19
JournalLearning Disability Quarterly
Volume17
Issue number2
DOIs
StatePublished - May 16 1994
Externally publishedYes

Fingerprint

monitoring
Students
performance
student
Learning Disorders
learning disability
experiment
performance monitoring
study behavior
teacher

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

Self-monitoring of attention versus self-monitoring of performance : Replication and cross-task comparison studies. / Harris, Karen; Graham, Stephen; Reid, Robert; McElroy, Karen; Hamby, Robin Stern.

In: Learning Disability Quarterly, Vol. 17, No. 2, 16.05.1994, p. 121-139.

Research output: Contribution to journalArticle

@article{75789354999d476f99ede9e6dd62bddc,
title = "Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies",
abstract = "The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.",
author = "Karen Harris and Stephen Graham and Robert Reid and Karen McElroy and Hamby, {Robin Stern}",
year = "1994",
month = "5",
day = "16",
doi = "10.2307/1511182",
language = "English (US)",
volume = "17",
pages = "121--139",
journal = "Learning Disability Quarterly",
issn = "0731-9487",
publisher = "Council for Learning Disabilities",
number = "2",

}

TY - JOUR

T1 - Self-monitoring of attention versus self-monitoring of performance

T2 - Replication and cross-task comparison studies

AU - Harris, Karen

AU - Graham, Stephen

AU - Reid, Robert

AU - McElroy, Karen

AU - Hamby, Robin Stern

PY - 1994/5/16

Y1 - 1994/5/16

N2 - The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.

AB - The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.

UR - http://www.scopus.com/inward/record.url?scp=21344482626&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=21344482626&partnerID=8YFLogxK

U2 - 10.2307/1511182

DO - 10.2307/1511182

M3 - Article

AN - SCOPUS:21344482626

VL - 17

SP - 121

EP - 139

JO - Learning Disability Quarterly

JF - Learning Disability Quarterly

SN - 0731-9487

IS - 2

ER -