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DIFFERENTIAL EFFECTS OF SELF‐MONITORING ATTENTION, ACCURACY, AND PRODUCTIVITY
Author(s) -
Maag John W.,
Reid Robert,
DiGangi Samuel A.
Publication year - 1993
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.1993.26-329
Subject(s) - self monitoring , productivity , psychology , task (project management) , psychological intervention , schedule , differential (mechanical device) , differential effects , developmental psychology , mathematics education , social psychology , computer science , engineering , medicine , systems engineering , psychiatry , economics , macroeconomics , aerospace engineering , operating system
Effects of self‐monitoring on‐task behavior, academic productivity, and academic accuracy were assessed with 6 elementary‐school students with learning disabilities in their general education classroom using a mathematics task. Following baseline, the three self‐monitoring conditions were introduced using a multiple schedule design during independent practice sessions. Although all three interventions yielded improvements in either arithmetic productivity, accuracy, or on‐task behavior, self‐monitoring academic productivity or accuracy was generally superior. Differential results were obtained across age groups: fourth graders' mathematics performance improved most when self‐monitoring productivity, whereas sixth graders' performance improved most when self‐monitoring accuracy.