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

Research output: Contribution to journalArticle

85 Scopus citations

Abstract

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

Original languageEnglish (US)
Pages (from-to)417-423
Number of pages7
JournalJournal of applied behavior analysis
Volume19
Issue number4
DOIs
StatePublished - 1986

Keywords

  • academic behavior
  • learning disabled
  • on‐task behavior
  • self‐monitoring
  • self‐regulation

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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