The Use of Self-Monitoring Procedures With Low IQ Learning Disabled Students

Abstract

Given the changes in the population served in programs for the learning-disabled, there is a continuing need to verify the effectiveness of teaching methods used with LD students. This research investigated the efficacy of two cognitive behavior modification procedures-self-monitoring of attention and self-monitoring of academic accuracy-with a group of low functioning students in a LD self-contained class. Data are presented which indicate that the combination of both procedures was effective for all four students in improving attention-to-task and for three of the four children in percentage of accurate responses in an arithmetic task. The discussion highlights the importance of possible modification of CBM methods and training procedures in order to develop successsful intervention programs for LD students whose cognitive functioning levels are below average.

The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity

“…Instead they self-monitored their attention (SMA) to the assigned seatwork task and their productivity (SMP) (i.e., the number of problems completed). The improvements observed in engagement and productivity may be attributable to the fact that the students selfmonitored these combined target behaviors (see Rooney et al 1985). Future researchers might wish to include self-monitoring of academic accuracy and productivity during SMP to determine the effect on students' performance.…”

Self‐recording of Attention Versus Productivity

“…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 315 1989 …”

“…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.…”

“…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.…”

“…In addition to the design difference, the selfrecording procedures that Rooney et al (1985) and 315 1989 …”