Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities

Abstract

The results of five single-subject studies showed that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior. Graduate students in special education implemented the procedures with junior-high and high-school students with learning disabilities. Improvements were seen regardless of whether the classmates' percentage of on-task behavior was as high as or as low as the subject's on-task behavior. In some of the studies, reinforcement was coupled with self-monitoring; however, results indicated that both can be effectively faded and withdrawn without affecting students' on-task behavior.

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