This paper describes the effects of two instructional strategies on (a) the accuracy of self-monitoring by in-service teachers, and (b) the resulting changes in their daily teaching practices. Independent recordings of teacher and student practices were first compared to teacher self-ratings. Two self-monitoring instructional procedures were then introduced to determine their effectiveness in improving the accuracy of the teachers’ self-perceptions of their classroom practices. A single-subject A-B-A-C design was used to document procedural effectiveness. Results indicated (a) the utility of a behavioral systems observational approach for describing daily classroom activity; (b) the superior effectiveness of verbal and videotape feedback, when compared to verbal only, in facilitating self-monitoring accuracy; and (c) a positive effect of improved self-monitoring accuracy on teacher and student practices related to subject matter learning. Results suggest incorporating the use of self-monitoring accuracy as a facilitating component to the teacher education process.

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The purpose of the current study was to evaluate the school performance of residential youth who attended a public school setting. Direct comparisons were made between the residential youth and students in the community on a number of school measures. Results from a multivariate analysis of covariance indicated that the residential students had significantly lower grades, participated in significantly fewer extracurricular activities, and exhibited more problematic behaviors such as tardies and absences. These findings were consistent with previous research which found that many residential youth have a number of behavioral, social, and academic dificulties that interfere with school functioning. A number of recommendations were made regarding educational placement for residential youth. Shriver, Ed.% is currently a doctoral candidate in School Psychology at the University of Nebraska-Lincoln. Rob Spies, Ed.% is currently a doctoral candidate in School Psychology at the University of Nebraska-Lincoln.