Given the changes in the population served in programs for the learning-disabled, there is a continuing need to verify the effectiveness of teaching methods used with LD students. This research investigated the efficacy of two cognitive behavior modification procedures-self-monitoring of attention and self-monitoring of academic accuracy-with a group of low functioning students in a LD self-contained class. Data are presented which indicate that the combination of both procedures was effective for all four students in improving attention-to-task and for three of the four children in percentage of accurate responses in an arithmetic task. The discussion highlights the importance of possible modification of CBM methods and training procedures in order to develop successsful intervention programs for LD students whose cognitive functioning levels are below average.

Increased attention to task through self-monitoring procedures has been well-established in recent literature on learning disabled students in self-contained special education classrooms. This study investigated the adaptability of the self-monitoring procedures to regular classroom settings. In the first part of the study, an ABAB design was used. Treatment consisted of having each member of an entire class of second graders monitor his or her own attending behavior. Data from four target students indicated that the procedure was effective in increasing attending behavior. In the second part of the study, using a CBC design, a reinforcement contingency was added to the self-monitoring intervention to ensure that children were actually using the self-monitoring system. Even higher levels of on-task behavior resulted when reinforcement for adherence to the system was in effect. The results show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them.

Cognitive behavior modification (CBM) techniques have been successful in changing the behavior of learning disabled children in specific situations. Little success, however, has been achieved in changing the cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. It is suggested that CBM researchers now need to assess CBM programs that are designed to have broader cognitive impact. Some conceptual and programmatic guidelines for what constitutes a greater cognitive emphasis are presented.

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