Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

Hallahan, Daniel P.; Lloyd, John Wills; Kosiewicz, Marianne Myron; Kauffman, James M.; Graves, Anne W.

doi:10.2307/1511021

Cited by 99 publications

(31 citation statements)

References 5 publications

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“…The procedures for self-recording of attention to task dosely followed those reported elsewhere (e.g., Hallahan, Lloyd, Kosiewicz, Kauffman, & Graves, 1979). During the initial phase of training, we taught the pupils to discriminate between attending and nonattending behavior.…”

Section: Experimental Procedures and Designmentioning

confidence: 99%

Self‐recording of Attention Versus Productivity

Lloyd

Bateman

Landrum

et al. 1989

J of App Behav Analysis

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We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education dassroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced dear improvements in arithmetic productivity and attention to task, neither treatment was dearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.DESCRIPTORS: academic behavior, alternating treatments, attending behavior, children, dassroom behavior, on-task behavior, self-monitoring, self-recording The therapeutic value of the reactive effects of self-recording has been dearly established with diverse behaviors and individuals (for reviews, see Gardner & Cole, 1988;Kazdin, 1974;Mace & Kratochwill, 1988;Nelson, 1977). In school situations, many studies have shown that self-recording promotes attention to task. However, in their examinations of this literature, Klein (1979) and Snider (1987) suggested that academic performance, rather than attending, would be a more appropriate target for self-recording.Two studies compared self-recording treatments focused on academic performance and attention to task. Rooney, Polloway, and Hallahan (1985) themselves whether they were paying attention, and then record their "yes" or "no" answer on a prepared answer sheet. The second procedure required that each time the pupils completed a specially marked problem on their worksheets they compare their answer for the marked problem to the answer on an answer sheet and record whether they had answered correctly. Rooney et al. did not find dear differences between effects of these procedures.In another comparison, Harris (1986) used a reversal design with elementary-aged students. She used essentially the same procedure for self-recording of attention as did Rooney et al. (1985) and compared it to a self-recording-of-productivity procedure in which the pupils were taught to make an overall judgment of performance (count number of spelling words practiced) at the end of each class period. She also reported no differences between treatments, but the pupils preferred the productivity treatment. However, to correct for order effects inherent in the use of the reversal design, she counterbalanced the order in which pupils received the two treatments (i.e., ABCBC versus ACBCB). This essentially created a between-groups design with 2 subjects in each cell and, thus, complicated interpretation of the results.In addition to the design difference, the selfrecording procedures that Rooney et al. (1985) and ...

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Section: Experimental Procedures and Designmentioning

confidence: 99%

Self‐recording of Attention Versus Productivity

Lloyd

Bateman

Landrum

et al. 1989

J of App Behav Analysis

Self Cite

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“…The teacher trained each target student individually on the self-monitoring strategy, and the first session in which the student used the self-monitoring intervention during the after-school program was the following day. We modified the training procedures described by Hallahan, Lloyd, Kosiewicz, Kauffman, and Graves (1979).…”

Section: Experimental Design and Proceduresmentioning

confidence: 99%

“…Teachers are encouraged to choose the type of self-monitoring intervention after carefully considering a student's individual strengths, needs, and goals (Harris, Graham, Reid, McElroy, & Hamby, 1994;Harris et al, 2005). Table 2 includes an abbreviated list of steps that teachers should consider following when developing a self-monitoring intervention (modified from Cooper, Heron, & Heward, 2007;Hallahan et al, 1979;Harris et al, 1994;Maag, Reid, DiGangi, 1993;Rafferty, 2010;Rafferty & Raimondi, 2009;Rankin & Reid, 1995). Although the current study was conducted in a general education classroom, any teacher, in any classroom context, can use these steps.…”

Section: Implications For the Classroommentioning

confidence: 99%

Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder

Rafferty

Arroyo

Ginnane

et al. 2011

Behav Analysis Practice

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We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) during an independent spelling practice period in the general education environment. We also compared their on-task levels to that of peers without disabilities in the same classroom context before and after the self-monitoring intervention. Our results showed that time on-task and spelling accuracy increased for the students diagnosed with ADHD during independent spelling practice after the teacher taught them how to self-monitor. These same students' on-task behavior also increased to levels comparable to that of their peers. Suggestions for educators interested in teaching their students self-monitoring strategies are included following a discussion of the results of the analysis.

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“…Attention has been defined as on-task behavior that can be measured through the use of a time-sampling method to identify the occurrence and nonoccurrence of on-task behavior representing attention (Hallahan, Lloyd, Kosiewicz, Kauffman, & Graves, 1979;Hallahan, Kneedler, & Lloyd, 1982;Rooney, Hallahan, & Lloyd, 1984 Sue had difficulty finishing her seatwork and had to take classwork home to finish.…”

Section: Time Sampling Of Attentionmentioning

confidence: 99%

Classroom Interventions for Students With Attention Deficit Disorders

Rooney¹

1993

focusXchild

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To work effectively with students with attention disorders in the classroom, a diagnostic/prescriptive approach is necessary for the teacher to understand the student and develop appropriate interventions. The disorder increases the complexity of the teaching process because the attentional problems result in gaps in learning, different processing styles, and behaviors that interfere with learning and academic performance. For example, Jimmy was sitting in class listening to a lesson on farm animals. His reaction to the lesson was to ask his teacher if she had ever been to the Empire State Building, which certainly gave the impression that Jimmy had not been paying attention. The teacher responded, "Jimmy, why would you ask that question now?" Jimmy explained, "You were talking about farm animals, and my uncle used to have a farm that I visited every summer. Last year, he sold his farm and moved to New York City, so I went there instead of the farm, and he took me to the Empire State Building." Jimmy taught his teacher that students with attention disorders do not always process information the way their parents or teachers think they should and that behavior is not always what it seems to be.During a well-intentioned spelling lesson, Sarah taught her teacher the second lesson, which demonstrates the necessity for ongoing monitoring and diagnostic teaching. Sarah's teacher taught her to use small words within words to help her with spelling. Sarah spelled the word brown as "brone." She was asked to identify a small word within brown to help her spell the word correctly. She identified the word "ow" in brown, and the teacher was quite satisfied until Sarah wrote "brone" on the retest. The teacher asked Sarah if she remembered the small word she had identified, and Sarah said, "Yes-the word "ow." The teacher pointed to Sarah's word and queried, "Do you see "o-w" in brown?" Sarah gave the teacher an exasperated look and said, "Well, you didn't tell me that "c (see)-o-w" was in the word, so that's why I got it wrong."Karen Rooney holds the Ph.D. from the University of Virginia and currently is director of the Learning Resource Center, Attention Disorders Clinic, Richmond, Virginia, a nonprofit program specializing in assessment and interventions for individuals with learning disabilities and attention disorders.© Love Publishing Company, 1993 FOCUS ON EXCEPTIONAL CHILDREN DECEMBER 1993Sarah taught her teacher that working with students with attention disorders is not always easy and that interventions have to take into account the individual's unique characteristics as well as the situation. No program or intervention will magically cure an attention disorder. An indepth understanding of the student's attention disorder is needed to develop classroom interventions that support attention, fill in gaps in learning, and provide feedback to the teacher for continuing and changing interventions. The use of descriptors to describe the attention disorder will help teachers understand the disorder better. DESCRIPTORS OF ATT...

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Self-Monitoring of Attention as a Treatment for a Learning Disabled Boy's Off-Task Behavior

Cited by 99 publications

References 5 publications

Self‐recording of Attention Versus Productivity

Self‐recording of Attention Versus Productivity

Self-Monitoring During Spelling Practice: Effects on Spelling Accuracy and On-Task Behavior of Three Students Diagnosed With Attention Deficit Hyperactivity Disorder

Classroom Interventions for Students With Attention Deficit Disorders

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