Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.
Get full access to this article
View all access options for this article.
References
1.
Alberto, P. A. , & Troutman, A. C. (1999). Applied behavior analysis for teachers. Englewood Cliffs, NJ: Merrill.
2.
Baer, D. M. , Wolf, M. M., & Risley, T. R. (1968).Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1,91-97.
3.
Barlow, D. H. , & Hersen, M. (1984). Single case experimental designs: Strategies of studying behavior changes. New York: Pergamon.
4.
Carnegie Council on Adolescent Development . (1989). Turning points. Waldolf, MD: Carnegie Corporation of New York.
5.
Carr, S. C. , & Punzo, R. P. (1993).The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18,241-250.
6.
Carter, J. F. (1993).Self-management: Education’s ultimate goal. Teaching Exceptional Children, 25(3), 28-32.
7.
Chan, L. K. S. (1991).Promoting strategy generalization through self-instructional training of students with reading disabilities. Journal of Learning Disabilities, 24,427-433.
8.
Christie, D. J. , Hiss, M., & Lozanoff, B. (1984).Modification of inattentive classroom behavior: Hyperactive children’s use of self-recording with teacher guidance. Behavior Modification, 8,391-406.
9.
Clarke, L. A. , & McKenzie, H. S. (1989).Effects of self-evaluation training of seriously emotionally disturbed children on the generalization of their classroom rule following and work behaviors across settings and teachers. Behavioral Disorders, 14,89-98.
10.
DiGangi, S. A. , & Maag, J. W. (1992).A component of self-management training with behaviorally disordered youth. Behavioral Disorders, 17,281-290.
11.
DiGangi, S. A. , Maag, J. W., & Rutherford, J. B. (1991).Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Quarterly, 14,221-230.
12.
Drabman, R. S. , Spitalnik, R., & O’Leary, K. D. (1973).Teaching self-control to disruptive children. Journal of Abnormal Psychology, 82,10-16.
13.
Etscheidt, S. (1991).Improving self-control: A cognitive behavioral training program for behavioral disordered adolescents. Behavioral Disorders, 16,107-115.
14.
Fuchs, D. , Fuchs, L., Bahr, M., Reeder, P., Gilman, S., Fernstrom, P., et al. (1990).Prereferral information to increase attention and work productivity among difficult-to-teach pupils. Focus on Exceptional Children, 22,1-8.
15.
Glomb, N. , & West, R. P. (1990).Teaching behavioral disordered adolescents to use selfmanagement skills for improving the completeness, accuracy, and neatness of creative writing homework assignments. Behavioral Disorders, 15,233-242.
16.
Glynn, E. L. , & Thomas, J. D. (1974).Effect of cuing on self-control of classroom behavior. Journal of Applied Behavior Analysis, 7,299-306.
17.
Hallahan, D. P. , Lloyd, J. W., Kneedler, R. D., & Marshall, K. G. (1982).A comparison of the effects of self versus teacher assessment of on-task behavior. Behavior Therapy, 13,715-723.
18.
Jackson, A. W. , & Davis, G. A. (2000). Turning points 2000 (Report of Carnegie Corporation of New York). New York: Teachers College Press.
19.
Kern, L. , Dunlap, G., Childs, K. E., & Clarke, S. (1994).Use of a class-wide self-management program to improve the behavior of students with emotional and behavioral disorders. Education and Treatment of Children, 17,445-448.
20.
Koegel, L. K. , Koegel, R. L., Van-Voy, K., & Ingham J. C. (1988).Within-clinic versus outside-of-clinic self-monitoring of articulation to promote generalization. Journal of Speech and Hearing Disorders, 53,392-399.
21.
Larson, J. D. (1992).Anger and aggression management techniques through the “think first” curriculum. Journal of Offender Rehabilitation, 18,101-117.
22.
Maag, J. , Reid, R., & DiGangi, S. A. (1993).Effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavioral Analysis, 26,329-344.
23.
Malone, L. D. , & Mastropieri, M. A. (1992).Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58(3), 270-279.
24.
Murdock, J. Y. , Garcia, E. E., & Hardman, M. L. (1977).Generalizing articulation training with trainable mentally retarded subjects. Journal of Applied Behavior Analysis, 10,717-733.
25.
National Center for Education Statistics . (1995). The school district data book (NCES 95-705). Washington, DC: U.S. Department of Education.
26.
National Center for Education Statistics . (2000). Dropout rates in the United States (NCES 2000-002). Washington, DC: U.S. Department of Education.
27.
National Middle School Association . (1995). This we believe, developmental responsive middle level schools. Columbus, OH: Author.
28.
National Middle School Association . (1997). A 21st century research agenda: Issues, topics and questions guiding inquiry into middle level theory and practice. Columbus, OH: Author.
29.
Prater, M. A. (1994).Improving academic and behavior skills through self-management procedures. Preventing School Failure, 38,5-9.
30.
Prater, M. A. , Joy, R., Chilman, B., Temple, J., & Miller, S. R. (1991).Self-monitoring of on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14,164-177.
31.
Punzo, R. P. (1995).Investigating the effects of self-monitoring on acquisition, generalization, and maintenance of academic performance of students with emotional/behavioral disorders. Dissertation Abstracts International, 57-04A,1562-1562. (University Microfilms No. AAI9626625)
32.
Rooney, K. J. , & Hallahan, D. P. (1985).Future directions for cognitive behavior modification research: The quest for cognitive change. Remedial and Special Education, 6,46-51.
33.
Stecker, P. M. , Whinnery, K. W., & Fuchs, L. S. (1996).Self-recording during unsupervised academic activity: Effects on time spent out of class. Exceptionality, 6,133-147.
34.
Stokes, T. F. , & Baer, D. M. (1977).An implicit technology of generalization. Journal of Applied Behavior Analysis, 10,349-367.
35.
Tawney, J. W. , & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Merrill.
36.
Thomas, J. D. (1976).Accuracy of self-assessment of on-task behavior by elementary school children. Journal of Applied Behavior Analysis, 9,209-210.
37.
Turkewitz, H. , O’Leary, D. D., & Ironsmith, M. (1975).Generalization and maintenance of appropriate behavior through self-control. Journal of Consulting and Clinical Psychology, 43,577-583.
38.
Wood, S. J. , Murdock, J. Y., Cronin, M. E., Dawson, N. M., & Kirby, P. C. (1998).Determining the effects of self-monitoring on on-task behaviors of at-risk middle school students. Journal of Behavioral Education, 8(2), 263-279.
