Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice

Meta-Analysis and Quality of Self-Monitoring Behavior Interventions with Children and Adolescents

“…Harris et al (2005) used a counter balanced multiple baseline design to assess the efficacy of self-monitoring attention versus self-monitoring academic performance, but with no return to baseline between the two independent variables. Rafferty and Raimondi (2009) also used a counter balanced multiple baseline design.…”

“…MotivAider® cuing vibrations every 2-m to either answer the question and mark the corresponding column 17. Rafferty & Raimondi (2009) On-task (looking at and writing on self-monitoring card or math worksheet, using manipulatives, asking for help).…”

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

“…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.…”

“…Self-monitoring interventions can typically be classified into two broad categories: self-monitoring of on-task behavior or of a more specific performance (e.g., number of math problems accurately completed; Harris, Friedlander, Saddler, Frizzelle, & Graham, 2005;Rafferty & Raimondi, 2009;Reid, 1996). Although research indicates that students with ADHD benefit from both types of selfmonitoring interventions (see Reid et al, 2005, for a review), results from Harris et al suggest that students with ADHD may perform better academically when self-monitoring on-task behavior when compared to monitoring more specific performance during independent spelling practice activities.…”

Self-monitoring as a viable fading option in check-in/check-out

“…One particularly interesting area for inquiry may be the systematic evaluation of replacing the teacher completed DBRC and feedback with SM, which involves students rating their own behavior (Soares, Vannest, & Harrison, 2009). With regard to elementary students, SM has been effective for increasing academic engagement and decreasing problem behaviors (Harris, Friedlander, Saddler, Frizzelle, & Graham, 2005;Hughes & Boyle, 1991;Maag & Reid, 1993;Mathes & Bender, 1997;Rafferty, Arroyo, Ginname, & Wilcyzynski, 2011;Rafferty & Raimondi, 2009;Rock & Thead, 2007;Rooney, Polloway, & Hallahan, 1985). SM may be a particularly attractive replacement for the DBRC in CICO as teacher intervention response effort is reduced, but students continue to receive frequent behavioral feedback via SM.…”