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Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities
Mary Anne Prater, Rebecca Joy, Beth Chilman, Joan Temple and Sidney R. Miller
Learning Disability Quarterly
Vol. 14, No. 3 (Summer, 1991), pp. 164-177
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1510847
Page Count: 14
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The results of five single-subject studies showed that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior. Graduate students in special education implemented the procedures with junior-high and high-school students with learning disabilities. Improvements were seen regardless of whether the classmates' percentage of on-task behavior was as high as or as low as the subject's on-task behavior. In some of the studies, reinforcement was coupled with self-monitoring; however, results indicated that both can be effectively faded and withdrawn without affecting students' on-task behavior.
Learning Disability Quarterly © 1991 Hammill Institute on Disabilities