We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
Get full access to this article
View all access options for this article.
References
1.
Blumenfield, P. C., Pintrich, P. R., Meece, J., & Wessels, K. (1982). The formation and role of self-perceptions of ability in elementary classrooms. The Elementary School Journal, 82, 410–420.
2.
Broden, M., Hall, R. V., & Mitts, B. (1971). The effects of self-recording on the classroom behavior of two eighth-grade students. Journal of Applied Behavior Analysis, 4, 191–199.
3.
Glynn, E. L., & Thomas, J. D. (1974). Effect of cueing on self-control of classroom behavior. Journal of Applied Behavior Analysis, 7, 299–306.
4.
Glynn, E. L., Thomas, J. D., & Shee, S. M. (1973). Behavioral self-control of classroom behavior in an elementary classroom. Journal of Applied Behavior Analysis, 6, 105–113.
5.
Graham, S., Harris, K. R., & Reid, R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24(6), 1–16.
6.
Hallahan, D. P., & Sapona, R. M. (1983). Self-monitoring of attention with learning-disabled children: Past research and current issues. Journal of Learning Disabilities, 16, 616–620.
7.
Harris, K. R. (1986a). The effects of cognitive-behavior modification on private speech and task performance during problem solving among learning-disabled and normally achieving children. Journal of Abnormal Child Psychology, 14, 63–76.
8.
Harris, K. R. (1986b). Self-monitoring of attentional behavior versus self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417–423.
9.
Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392–404.
10.
Licht, B. (1983). Cognitive—motivational factors that contribute to the achievement of learning disabled children. Journal of Learning Disabilities, 16, 483–490.
11.
Lloyd, J. W., Bateman, D. F., Landrum, T. J., & Hallahan, D. P. (1989). Self-recording of attention versus productivity. Journal of Applied Behavior Analysis, 22, 315–323.
12.
Maag, J. W., Reid, R., & DiGangi, S. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329–344.
13.
Nelson, R. O., & Hayes, S. C. (1981). Theoretical explanations for reactivity in self-monitoring. Behavior Modification, 5, 3–14.
14.
Prater, M. A., Joy, R., Chilmon, B., Temple, J., & Miller, S. R. (1991). Self-monitoring on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14, 164–177.
15.
Reid, R. (1993). Implementing self-monitoring interventions in the classroom: Lessons from research. Monograph in Behavioral Disorders: Severe Behavior Disorders of Children and Youth, 16, 43–54.
16.
Reid, R., & Harris, K. R. (1993). Self-monitoring of attention versus self-monitoring of performance: Effects on attention and academic performance. Exceptional Children, 60, 29–40.
17.
Roberts, R. N., & Nelson, R. O. (1981). The effects of self-monitoring on children's classroom behavior. Child Behavior Therapy, 3, 105–120.
18.
Snider, V. (1987). Use of self-monitoring of attention with LD students: Research and application. Learning Disability Quarterly, 10, 139–151.
19.
Stipek, D., & Maclver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Development, 60, 521–538.
20.
Stipek, D. J., & Tannatt, L. M. (1984). Children's judgments of their own and their peers' academic competence. Journal of Educational Psychology, 76, 75–84.
