Self-Monitoring and Self-Recruited Praise

Abstract

This study examines the relationship between self-monitoring plus self-recruited attention and problem behaviors, on-task behavior, overall teacher perception of student performance, task completion, and frequency of teacher praise. The research design employed an ABAB withdrawal analysis coupled with a two-series multiple baseline design across class periods for one fourth-grade student with learning disabilities and problem behavior in a general education classroom. The results indicate that implementation of self-monitoring combined with self-evaluation and self-recruitment of teacher attention was functionally related to a decrease in the frequency of problem behaviors, an increase in on-task behavior, and an increase in task completion. In addition, the intervention was associated with increased positive teacher perceptions of student performance. Results are discussed in terms of the application of (a) comprehensive, positive behavioral support in typical classrooms; (b) self management strategies to reduce problem behaviors; and (c) expanded research outcomes to document behavior change with social significance.

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