Premium
A SELF‐MONITORING PACKAGE FOR TEACHING SUBTRACTION WITH REGROUPING TO STUDENTS WITH LEARNING DISABILITIES
Author(s) -
Dunlap Lee Kern,
Dunlap Glen
Publication year - 1989
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1989.22-309
Subject(s) - psychology , incentive , subtraction , context (archaeology) , multiple baseline design , self monitoring , baseline (sea) , learning disability , applied psychology , medical education , mathematics education , developmental psychology , social psychology , medicine , arithmetic , psychiatry , intervention (counseling) , paleontology , oceanography , mathematics , geology , economics , biology , microeconomics
In this investigation, we evaluated the effectiveness of a self‐monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two‐phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self‐monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self‐monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self‐monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional strategies.