Effects of Self-Recording on High-School Students' on-Task Behavior

Deborah W. Blick · David W. Test

66 citations0/0 files storedLearning Disability Quarterly

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Behavioral and Psychological Studies Innovative Teaching and Learning Methods Psychological Treatments and Assessments

Abstract

Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of self-monitoring and recording on student on-task performance. Although only four students from three classes were targeted for data collection, all students in each class were taught how to self-monitor and record —first in the presence of audible cues and later independently as audible cues were faded. A multiple-baseline design across groups revealed a functional relationship between the intervention and increased on-task behavior. Changes were maintained as audible cues were faded. In addition, student accuracy data showed a relationship between increased on-task behavior and accurate self-recording. Anecdotal data indicated that students' academic performance improved in both training and nontraining settings.

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1992USING SELF-MONITORING TO IMPROVE ON-TASK BEHAVIOR AND ACADEMIC SKILLS OF AN ADOLESCENT WITH MILD HANDICAPS ACROSS SPECIAL AND REGULAR EDUCATION SETTINGS 2001CWPASM: A Classwide Peer-Assisted Self-Management Program for General Education Classrooms 2015Self-Monitoring for High School Students With Disabilities 2004Self-Regulation among Students with LD and ADHD 1989Self-Management with Behaviorally Disordered Students in School Settings: A Promise Unfulfilled?

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