Self-Recording of Attention by Learning Disabled Students in the Regular Classroom

Rooney, Karen J.; Hallahan, Daniel P.; Lloyd, John Wills

doi:10.1177/002221948401700610

Cited by 52 publications

(19 citation statements)

References 9 publications

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“…First, reinforcers for self-management may have been presented inadvertently on a DRO schedule for appropriate behavior rather than for self-management. A second common explanation for behavior change occurring when self-recording is inaccurate is simply that the accuracy and the reactivity of self-recording are independent (Broden, Hall, & Mitts, 1971;Rooney, Hallahan, & Lloyd, 1984). Finally, it is possible that, when stereotypic behavior occurs, it interferes with the students' ability to identify their own behavior accurately and that it was entirely the recording of the absence of stereotypic behavior that was responsible for the behavior change.…”

Section: Discussionmentioning

confidence: 99%

Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Koegel

1990

J of App Behav Analysis

124

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The literature suggests that self-management treatment packages have two potential strengths for the reduction or elimination of stereotypic behavior: (a) Self-management may be used for extended periods of time in the absence of a treatment provider, and (b) self-management techniques are easily adapated and used in a wide variety of natural settings. We assessed whether students with severe autistic disabilities could learn to use a self-management treatment package to reduce their stereotypic behavior within a multiple baseline across subjects design with withdrawals. The results showed that all of the students learned to use self-management procedures to reduce greatly levels of stereotypic behavior (typically to zero), and improvement occurred for extended periods of time in new settings without the presence of a treatment provider. The results are discussed in terms of the practical value of the treatment package and in terms of the implications for understanding autism.

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Section: Discussionmentioning

confidence: 99%

Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Koegel

1990

J of App Behav Analysis

124

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“…The first is self monitoring. To illustrate, Rooney et al (1984) trained a teacher to implement this intervention with a group of second-graders exhibiting widespread attention problems. During seatwork, a taperecorded signal was presented at random intervals.…”

Section: Classroom Interventions To Increase Students' Attentionmentioning

confidence: 99%

Improving Attention and Preventing Reading Difficulties among Low-Income First-Graders: A Randomized Study

et al. 2010

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Students' inattention is predictive of reading problems and of non-response to effective reading intervention. In this randomized study, 58 first-grade classrooms located in 30 schools were assigned to a control condition or to one of two intervention conditions. In these last two conditions, peer-tutoring activities were conducted to improve classroom reading instruction. In one of the intervention conditions, the Good Behavior Game was also implemented to maximize students' attention during reading lessons. Both interventions were effective: peer-tutoring activities helped students improve their reading skills and attention was generally higher when the Good Behavior Game was implemented. Contrary to expectations however, students identified as inattentive at pretest did not become better readers when the two interventions were implemented.

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“…In the first study (Rooney, Hallahan, & Lloyd 1983), we were concerned with assessing whether or not self-monitoring could be used with learning-disabled children in a mainstream setting. In this Volume 16, Number 10, December 1983 study, an entire class of second graders was taught to self-monitor for approximately 20 minutes per day, during language arts activities.…”

Section: Some Self-monitoring Issues In Need Of Further Studymentioning

confidence: 99%

Self-Monitoring of Attention with Learning-Disabled Children

Hallahan

Sapona

1983

J Learn Disabil

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cc o • M B Q .O This month's Topical Review describes an intervention technique that appears to be helpful with learning-disabled children who have difficulty sustaining attention to classroom tasks. The review should prove particularly helpful to teachers because it provides an in-depth description of the actual implementation of the technique with several children. Another helpful feature of this paper is that it presents the broad theoretical context for the use of self-monitoring techniques in a way that shows how the method is responsive to the special needs of learning-disabled children. -JKTThe primary focus of this article is a review of self-monitoring of attention studies with learning-disabled children. A rationale for the use of this procedure, based upon results obtained from laboratory research in the areas of memory, metacognition, and personal control, is discussed briefly. Following a detailed presentation of two studies conducted at the University of Virginia Learning Disabilities Research Institute, conclusions from the entire series are summarized. Finally, issues related to the use of self-monitoring of attention in a mainstream setting, the question of accuracy in self-monitoring, and self-recording of academic responses are discussed* I n the last few years, there has been a rapid growth in the development of cognitive behavior modification procedures for use with learning-disabled children, particularly learning-disabled children with attentional problems. Cognitive behavior modification, as it will be used in this article, refers to the modification of overt behavior through the manipulation of covert thought processes. Cognitive behavior modification is a most descriptive term in that it emphasizes the fact that this type of treatment approach is based on a blend of behavioral and cognitive psychology. It is behavioral with respect to (a) the fact that change in overt behavior is the goal and (b) learning principles are assumed to be operating in some way to result in that change. It is cognitive, however, in the sense that treatment, in some way, also involves modifying a person's cognitive operations in order to achieve a change in his or her overt behavior.Another way of looking at the area of cognitive behavior modification is from the point of view of measurement of change. In cognitive behavior modification an attempt may be made to change an individual's covert behavior, but the method used to determine whether the change has occurred is restricted to the assessment of overt behavior.There are a number of different procedures applicable to the classroom that fall under the rubric of cognitive behavior modification. In this article we will restrict ourselves to a discussion of the use of one particular type of cognitive behavior modification procedure-self-monitoring. In addition, we will further restrict our review to studies that have focused on the use of self-monitoring to improve attentional abilities in learningdisabled children. These studies were conducted at the University...

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Self-Recording of Attention by Learning Disabled Students in the Regular Classroom

Cited by 52 publications

References 9 publications

Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

Improving Attention and Preventing Reading Difficulties among Low-Income First-Graders: A Randomized Study

Self-Monitoring of Attention with Learning-Disabled Children

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