Untitled

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

“…Several other areas of needed improvement in the research literature were found based on the article analyses. First, Wood et al (1998) indicated that self-monitoring interventions were generally implemented in special education settings; they recommended that future studies be conducted in more inclusive settings. However, our findings revealed that despite over 20 years of research since Wood et al (1998) recommendation, the majority of self-monitoring studies were still conducted in special education classrooms or other restrictive settings (i.e., juvenile facilities and therapy rooms).…”

On-Task in a Box: An evaluation of a package-ready intervention for increasing levels of on-task behavior and academic performance.

“…When few students within a classroom demonstrate high levels of problem behavior, however, individual interventions are often implemented. Self-monitoring, in which students assess and record whether a target behavior has occurred (Prater & Hogan, 1992), represents a strategy that requires few additional teacher resources to implement within the classroom (Wood, Murdock, Cronin, Dawson, & Kirby, 1998). Self-monitoring interventions may promote behavioral change without additional reinforcement of the target behavior, which further lessens demands on teachers and other school personnel (Reavis et al, 1996).…”

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs

“…Academic engagement is viewed as a keystone behavior, which refers to behaviors that have broad and widespread benefits for students in current and future environments (Barnett, 2005). Keystone behaviors, like academic engagement, are typically incompatible with maladaptive and antisocial behaviors (e.g., it is difficult to be engaged with a task and disruptive at the same time) and, when improved, can positively influence academic outcomes, interpersonal relationships, and the classroom or school environment for other students (DiGangi et al, 1991;DuPaul et al, 1998;Greenwood, 1996;Greenwood et al, 1994;McLaughlin et al, 1977;Prater et al, 1992;Wood et al, 1998). Keystone behaviors are attractive targets for intervention given their relative simplicity and their potential impact across multiple domains (Ducharme & Shecter, 2011).…”