SElf-Graphing of On-Task Behavior: Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic Performance

Abstract

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities. Differential effects of self-evaluation and self-reinforcement were assessed along with self-monitoring and self-graphing using a single-case multiple-treatment design. Subjects self-monitored and self-graphed their on-task behavior. Measures of academic arithmetic performance (productivity and accuracy) were collected simultaneously. For both students, on-task behavior and academic performance improved during self-monitoring, with additional increases due to self-graphing. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and self-evaluation, although academic accuracy increased slightly for both. Implications for research and practice are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 118 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.