SELF‐MONITORING OF ATTENTIONAL BEHAVIOR VERSUS SELF‐MONITORING OF PRODUCTIVITY: EFFECTS ON ON‐TASK BEHAVIOR AND ACADEMIC RESPONSE RATE AMONG LEARNING DISABLED CHILDREN

I investigated the differential effects of self‐monitoring of attentional behavior and self‐monitoring of productivity on on‐task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on‐task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self‐monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less dear results for two subjects. 1986 Society for the Experimental Analysis of Behavior