THE PURPOSE OF THIS STUDY was to examine the effects of a self-monitoring procedure on the classroom-preparedness skills of three male kindergarten students at risk for developmental disabilities in an inclusive classroom. A multiple-baseline design across participants (Alberto & Troutman, 2009) was used to evaluate the effects of the self-monitoring procedure to increase the student's compliance to classroom-preparedness behaviours. Participants were taught to self-monitor and evaluate their classroom-preparedness behaviour using a checklist with picture prompts. The data, gathered for baseline, intervention, and maintenance phases, was measured as a percentage of compliance to the targeted classroom-preparedness skills. Results indicated that the use of the self-monitoring intervention significantly increased the student's compliance with the classroom-preparedness skills for all three participants. In addition, the skills generalised across different content areas and were maintained without the use of the checklist. Limitations of the study, implications for the classroom, and future research questions are discussed.
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