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The effects of self-monitoring with a MotivAider® on the on-task behavior of fifth and sixth graders with autism and other disabilities.

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References

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1993DIFFERENTIAL EFFECTS OF SELF‐MONITORING ATTENTION, ACCURACY, AND PRODUCTIVITY108 cited
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2005Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education79 cited
1989A SELF‐MONITORING PACKAGE FOR TEACHING SUBTRACTION WITH REGROUPING TO STUDENTS WITH LEARNING DISABILITIES67 cited

Cited by

2022Self-management interventions for reducing challenging behaviors among school-age students: A systematic review43 cited
2018Unpacking the Term “Self-Management”: Understanding Intervention Applications Within the School-Based Literature43 cited
2019The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

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39 cited

2019Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention38 cited

2014Loud versus quiet praise: A direct behavioral comparison in secondary classrooms38 cited

2014Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder37 cited

2016Self-management for building independence: Research and future directions29 cited