Abstract
I investigated the differential effects of self‐monitoring of attentional behavior and self‐monitoring of productivity on on‐task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on‐task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self‐monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less dear results for two subjects. 1986 Society for the Experimental Analysis of Behavior
Original language | English (US) |
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Pages (from-to) | 417-423 |
Number of pages | 7 |
Journal | Journal of applied behavior analysis |
Volume | 19 |
Issue number | 4 |
DOIs | |
State | Published - 1986 |
Externally published | Yes |
Keywords
- academic behavior
- learning disabled
- on‐task behavior
- self‐monitoring
- self‐regulation
ASJC Scopus subject areas
- Philosophy
- Sociology and Political Science
- Applied Psychology