Self-monitoring in assessing children's problems.

Abstract

The techniques used in studies of self-monitoring for children's problems were examined, with an emphasis on methodology. As originally conceptualized, self-monitoring was viewed as both an assessment tool and an intervention technique. Although self-monitoring as an assessment tool is conceptually sensible, the use of self-monitoring solely for purposes of assessment with children introduces significant problems. As a result, the self-monitoring literature on children has focused not on its use as an assessment tool but primarily on its use as an intervention technique, with the exception of the assessment of internalizing disorders. The methodology of self-monitoring as it is used with children was examined in targeting internalizing problems, such as anxiety and depression, specific academic skills, broader processes of self-regulation, on-task behavior, and disruptive behavior problems of children. Conclusions and recommendations are provided for research and practice in the use of self-monitoring for children's problems.

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 — 33 citations exist upstream.

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