Applications of Self‐control Procedures by Children: A Review

O’Leary, Susan G.; Dubey, Dennis R.

doi:10.1901/jaba.1979.12-449

Cited by 221 publications

(77 citation statements)

References 80 publications

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“…The individual was encouraged to assume further responsibilities for his/her different behaviors (Hallahan & Hudson, 2002). On the other hand, different studies introduced the self-monitoring strategy for observing and recording specific aspect of behavior in different populations and at all ages (in public and exceptional training situations, the students with growth inabilities, learning inabilities, behavioral and emotional disorders, and even children with autism) (Harris, 1986;Neef, Bicard, & Endo, 2001;Dush, Hirt, & Schroeder, 1989;O'Leary & Dubey, 1979;Barkley, 2002;Hong, 2008;DuPaul, Gormley, & Laracy, 2014;Watson et al, 2015;Stasolla, Perilli, & Damiani, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Different types of CBT strategies were also used in addition to behavior therapy for ADHD treatment (Grave & Bilissett, 2004;Southam-Gerow & Kendall, 2000;Whalen, Henker, & Hinshaw, 1985;Kendall & Panichelli-mindel, 1995). responsibilities for his/her different behaviors (Harris, 1986;Neef, Bicard, & Endo, 2001;Dush, Hirt, & Schroeder, 1989;O'Leary & Dubey, 1979). Different studies assessed self-monitoring effectiveness.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Eslami¹,

Mirnasab²,

Malek³

et al. 2016

IJPS

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Introduction: This study aimed to examine Terri Hiltel's Self-monitoring Program on improving the attention of four primary school students with Attention Deficit/Hyperactivity Disorder (ADHD). Materials and Methods:Single subject multiple-baseline design (ABA) across participants was utilized. The participants were observed along the baseline phase and the percentage of their target behaviors was accurately recorded. After the baseline, the students were trained by Terri Hiltel's Self-monitoring program (called shiny light bulb method) for 12 sessions.Results: Level and trend analysis showed that the data points were placed at a level lower than the baseline for all the participants at intervention phase. That is, manifestation of off-task behaviors of the students in this phase decreased compared to the non-intervention phase (baseline); However, therapeutic effects discontinued and reduced at follow-up phase. Conclusion:Findings supported the effectiveness of self-monitoring program as a therapeutic cognitive-behavioral technique. The Study implications are discussed for applying this technique in schools and using it along with other treatments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Eslami¹,

Mirnasab²,

Malek³

et al. 2016

IJPS

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show abstract

“…Self-monitoring occurs when a student determines whether a target behavior has or has not occurred and then records the result in some way (Nelson, 1977;O'Leary & Dubey, 1979). Thus, by definition, self-monitoring contains two components: (a) self-assessment and (b) self-recording.…”

Section: Self-monitoringmentioning

confidence: 99%

“…Some students may benefit from (at least in the beginning stages) aids such as cards with the self-monitoring steps printed on them as a reminder. Teachers often need not be too concerned if self-recorded data are not extremely accurate; accuracy does not seem to be critical for self-monitoring interventions to be effective (Hallahan & Sapona, 1983;O'Leary & Dubey, 1979). If self-monitoring seems to be done correctly but does not result in improved performance, it may be necessary to teach the student to self-record more accurately, provide feedback or reinforcement (preferably social reinforcement) for accurate self-monitoring, or change the target behavior that is self-monitored.…”

Section: Teaching Self-monitoring To Studentsmentioning

confidence: 99%

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Developing Self-Regulated Learners

Graham¹,

Harris²,

Reid³

1992

Exceptional

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An important characteristic of human beings is our ability to understand and regulate our own behavior. Theologians, philosophers, and psychologists have long viewed self-control as a distinguishing characteristic of the human species, and for a variety of religious, political, philosophical, and practical reasons, the call to personally cultivate self-understanding and self-control has been sounded repeatedly throughout the ages (Zimmerman & Schunk, 1989). The philosopher Aristotle, for instance, praised the virtues of self-awareness. Likewise, the notable American statesman and inventor Benjamin Franklin was a staunch proponent of self-regulation. He used an assortment of self-regulation procedures in his own struggles for self-improvement. At one point during his life, he defined 13 virtues (e.g., temperance, order) that he wished to develop, established the goal of increasing each virtue in tum during the space of a week, monitored instances of success and failure, and recorded the daily results. If, at the end of the week, no offenses were recorded against the virtue, he extended his goal to include the next virtue listed ( cf. Zimmerman & Schunk, 1989).Students with special needs can use the same types of self-regulation procedures to improve their academic performance and interactions in social situations (cf. Gresham, 1985;Hallahan & Sapona, 1983;Harris, 1982; Harris & Graham, in press a). They can apply selfregulation procedures such as goal setting, self-monitoring (which includes self-assessment and self-recording of performance), self-instructions, and contingent self-reinforcement to academic tasks. THE RATIONALE FOR SELF-REGULATIONPeople use self-regulatory procedures such as goal setting, self-monitoring, and selfevaluation to help them accomplish specific tasks. Just as self-regulation procedures such as goal setting can be used to organize a person's overall approach to a task, they also can play a contributing, but less persuasive, role in how a person accomplishes a task. Self-regulatory mechanisms often are combined (as basic building blocks), for instance, with other cognitive routines to form a program for accomplishing a specific task (Brown & Campione, 1981 ). Scardamalia and Bereiter ( 1985) suggested that in addition to contributing to the immediate accomplishment of a task, self-regulatory mechanisms can further contribute to development. FOCUS ON EXCEPTIONAL CHILDREN FEBRUARY 1992of the cognitive system. The use of self-assessment, for example, generates information that may change how a person approaches a task. These uses of self-regulation can be illustrated further by examining several real-life examples. First, a runner we know uses goal setting to organize and direct her running program. She sets weekly distance goals, monitors her progress daily, and reinforces herself with praise or more concrete rewards when she meets her goals. Second, many children we have observed use self-regulation procedures in combination with task-specific cognitive strategies to help them accomplis...

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Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

1998

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The population of children exposed prenatally to alcohol, cocaine, methamphetamine, and other legal or illegal substances has been rapidly growing in America. The known characteristics of this group include deficits in rule‐governed behavior, impulsivity, attention to task, language, sleep attachment, learning, social competence, coordination, hypersensitivity to environmental stimuli, and conduct problems. The purpose of this paper was to describe the characteristics of this population and match known, empirically demonstrated, data‐based strategies, such as teacher attention and praise, token reinforcement programs, daily report cards, contingency contracting, self‐instructional training, self‐management, peer tutoring, Direct Instruction, and combining behavior therapy with stimulant medication therapy, to specific academic and social deficits in children with parental histories of substance abuse. © 1998 John Wiley & Sons, Ltd.

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Applications of Self‐control Procedures by Children: A Review

Cited by 221 publications

References 80 publications

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

Developing Self-Regulated Learners

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

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