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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]
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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

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