Hostname: page-component-745bb68f8f-b6zl4 Total loading time: 0 Render date: 2025-01-11T02:47:08.521Z Has data issue: false hasContentIssue false
  • English
  • Français

Using Self-Monitoring to Increase the On-Task Behaviour of Three Students with Disabilities During Independent Work

Published online by Cambridge University Press:  26 February 2016

Anastasia Anderson  and
Kevin Wheldall
Anastasia Anderson
Affiliation:
Macquarie University Special Education Centre
Kevin Wheldall*
Affiliation:
Macquarie University Special Education Centre
*
Correspondence concerning this article should be addressed to: Professor Kevin Wheldall. Director, Macquarie University Special Education Centre, Macquarie University, Sydney, NSW 2109. Australia. Phone: (02) 9850 9621. Fax: (02) 9850 9661. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The aim of this study was to determine the effectiveness of using a tactile cued self-monitoring device (Watchminder) and a self-recording booklet to improve the on-task behaviour of three primary aged students with disabilities during independent work. A multiple baseline across students with reversal design was used. Two of three participants made clinically significant improvements in on-task behaviour, replicating prior research which found that reactivity from self-monitoring is idiosyncratic to student characteristics. No consistent relationship between self-monitoring accuracy and reactivity was apparent.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 27 , Issue 1 , January 2003 , pp. 3 - 17
Copyright
Copyright © The Australian Association of Special Education 2003

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alberto, P., & Troutman, A. (1999). Applied behavior analysis for teachers, (5th ed.) Upper Saddle River, OH: Prentice Hall.Google Scholar
Boyle, J., & Hughes, C. (1994). Effects of self-monitoring and subsequent fading and external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation. Journal of Behavioral Education, 4, 439–457.CrossRefGoogle Scholar
DiGangi, S., Maag, J., & Rutherford, R. (1991). Self-graphing of on-task behavior: enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Google Scholar
Dunfap, G., Clarke, S., Jackson, M., Wright, S., Ramos, E., & Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarteriy, 10, 165–177.Google Scholar
Edwards, L., Salant, V., Howard, V., Brougher, J., & McLaughlin, T. (1995). Effectiveness of self-management on attentional behavior and reading comprehension for children with attention deficit disorder. Child and Family Behavior Therapy 17(2), 1–17.CrossRefGoogle Scholar
Friedman, I. (1995). Student behavior patterns contributing to teacher burnout. The Journal of Educational Research, 88, 281–289.Google Scholar
Harding, L., Howard, V., & McLaughlin, R. (1993). Using self-recording of on-task behavior by a preschool child with disabilities. Perceptual and Motor Skills, 77, 787–802.Google Scholar
Harris, K., Graham, S., Reid, R., McElroy, K., & Hamby, R. (1994). Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies. Learning Disability Quarterly, 17, 121–139.Google Scholar
Haydn, R. (2002). The working atmosphere in the classroom and the right to learn. Education Today, 52(2), 3–10.Google Scholar
Howell, K., & Nolet, V. (2000). Curriculum-Based Evaluation. Teaching and decision Making. (3rd ed.). Canada: Wadsworth.Google Scholar
Hughes, C., & Boyle, J. (1991). Effects of self-monitoring for on-task behavior and task productivity on elementary students with moderate mental retardation. Education and Treatment of Children, 14, 96–111.Google Scholar
Hutchinson, S., Murdock, J., Williamson, R., & Cronin, M. (2000). Self-recording plus encouragement equals improved behaviour. Teaching Exceptional Children 32(5), 54–58.Google Scholar
Kern, L., Dunlap, G., Childs, K., & Clarke, S. (1994). Use of a classwide self-management program to improve the behavior of students with emotional and behavioral disorders. Education and Treatment of Children, 17, 445–458.Google Scholar
Lam, A., Cole, C., Shapiro, E., & Bambara, L. (1994). Relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior in students with behavior disorders. School Psychology Review, 23, 44–58.Google Scholar
Levendoski, L., & Cartledge, G. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom application for increased academic responding. Behavioral Disorders, 25, 211–224.Google Scholar
Maag, J., & Reid, R. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329–344.Google Scholar
Maag, J., Rutherford, R., & DiGangi, S.A. (1992). Effects of self-monitoring and contingent reinforcement on on-task behaviour and academic productivity of learning disabled students: A social validation study. Psychology in the Schools, 29, 157–172.Google Scholar
McCarl, J., Svobodny, L. & Beare, P. (1991). Self-recording in a classroom for students with mild to moderate mental handicaps: Effects on productivity and on-task behavior. Education & Training in Mental Retardation, 26, 79–88.Google Scholar
McCurdy, B., & Shapiro, E. (1992). A comparison of teacher, peer and self-monitoring with curriculum-based measurement in reading, among students with learning disabilities. The Journal of Special Education, 26, 162–180.Google Scholar
McDougall, D., & Brady, M. (1995). Using audio-cued self-monitoring for students with severe behavior disorders. Journal of Educational Research, 88, 309–317.Google Scholar
Malone, D., & Mastropieri, M. (1991). Reading comprehension instruction: summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58, 270–279.Google Scholar
Marshall, K., Lloyd, J., & Hallahan, D. (1993). Effects of training to increase self-monitoring accuracy. Journal of Behavioral Education, 3, 445–459.Google Scholar
Mathes, M., & Bender, W. (1997). The effects of self-monitoring on children with attention-deficit/hyperactivity disorder who are receiving pharmacological interventions. Remedial and Special Education 18(2), 121–128.Google Scholar
Merrell, C., & Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71, 43–56.Google Scholar
Misra, A. (1992). Generalization of social skills through self-monitoring by adults with mild mental retardation. Exceptional Children, 58, 495–507.Google Scholar
O’Reilly, M., Tiernan, R., Lancioni, G., Lacey, C., Hillery, J., & Gardiner, M. (2002). Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education & Treatment of Children, 25, 91. [Electronic version http://simsrad.net.ocs.mq.edu.au::2068/itw/infomark/127/537/24600748w6/purl=rcl_EAI, p 1-12].Google Scholar
Prater, M., Hogan, S., & Miller, S. (1992). Using self-monitoring to improve on-task behavior and academic skills of an adolescent with mild handicaps across special and regular education settings. Education and Treatment of Children, 15, 43–55.Google Scholar
Prater, M., Joy, R., Chuman, B., Temple, J., & Miller, S. (1991). Self-monitoring of on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14, 164–177.Google Scholar
Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317–331.Google Scholar
Reid, R., & Harris, K. (1993). Self-monitoring of attention versus self-monitoring of performance: effects on attention and academic performance. Exceptional Children, 60, 29–40.Google Scholar
Selznick, L., & Savage, R. (2000). Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury. Behavioral Interventions, 15, 243–260.Google Scholar
Shimabukuro, S., Prater, M., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education & Treatment of Children, 22, 397. [Electronic version : http://proquest.umi.com/pqdwebTS=986178188&RQT, p1-10].Google Scholar
Shinn, M., & Hubbard, D. (1992). Curriculum-based measurement and problem-solving assessment: Basic procedures and outcomes. Focus on Exceptional Children, 24(5), 1–20.Google Scholar
Stecker, P., Whinnery, K., & Fuchs, L. (1996). Self-recording during unsupervised academic activity: Effects on time spent out of class. Exceptionality, 6, 133–147.Google Scholar
Trammel, D., Schloss, P., & Alper, S. (1994). Using self-recording, evaluation, and graphing to increase completion of homework assignments. Journal of Learning Disabilities, 27, 75–81.Google Scholar
Webber, J., Scheuermann, B., McCall, C., & Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education. 14(2), 38–56.Google Scholar
Wheldall, K., & Beaman, R. (1993). An evaluation of the W.I.N.S. (working ideas for need satisfaction) training package. Applied Research Report, Macquarle Special Education Centre, Macquarie University Sydney, NSW.Google Scholar
Wheldall, K., Hotchkis, G., Thompson, I., & Kent, M. (1992). Implementing self-recording of on-task behaviour in a class of ten primary aged children with learning difficulties. Australasian Journal of Special Education, 15(1&2), 71–74.Google Scholar
Wheldall, K., & Panagopoulou-Stamatelatou, A. (1991). The effects of pupil self-recording of on-task behaviour on primary school children. British Educational Research Journal, 17, 113–127.Google Scholar
Wood, S., Murdock, J., Cronin, M., Dawson, N., & Kirby, P. (1998). Effects of self-monitoring on on-task behaviors of at-risk middle school students. Journal of Behavioral Education, 8, 263–279.Google Scholar