The Utility of Self-Monitoring for Preschool On-Task Behavior

Abstract

The purpose of this study was to determine if four preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded. Results of this multiple baseline across subjects study yielded two major conclusions. Preschoolers can be taught to use selfmonitoring as a strategy to increase on-task behavior during readiness tasks and are able to maintain the targeted behavior upon removal of the prompts. It is proposed that self-monitoring be used with preschool-age children who display undeveloped on-task behavior and who are preparing to enter kindergarten.

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

“…In terms of academic engagement when the ACT-REACT strategic self-monitoring sheet was gradually faded, the results of this study support those obtained in the ten previous self-monitoring investigations that included fading in their experimental phases (see Boyle and Hughes 1994;De Haas-Warner 1992;DiGangi et al 1991;Edwards et al 1995;Levendoski and Cartledge 2000;Mathes and Bender 1997;Maag et al 1993;McDougall and Brady 1998;Prater et al 1991Prater et al , 1992. In this study, all of the students demonstrated markedly improved levels of academically engaged behavior during fading when data are compared to baseline phases.…”

“…Interestingly, despite prevailing policy and practice shifts to educate students with disabilities in the general education classroom (25th Annual Report to Congress), only six (see De Haas-Warner 1992;DiGangi et al 1991;Edwards et al 1995;Maag et al 1993;McDougall and Brady 1998;Prater et al 1992) of the 10 inquiries were undertaken in inclusive environments.…”

Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems

“…b. add reinforcement that the child self-administers (e.g., stars, stamps) or self-charting or self-evaluation. These procedures have been demonstrated to increase the number of academic problems attempted, number correct, task-persistence, and on-task attention (De Haas & Warner, 1991;Harris, Graham, Reid, McElroy, & Hamby, 1994;Prater, Hogan & Miller, 1992;Maag, Reid & DiGangi, 1993;Levendoski & Cartledge, 2000). c. add mirrors to increase task persistence, productivity, and accuracy.…”

Pivotal Response Intervention I: Overview of Approach

“…Self-management has been suggested as an ideal intervention for individuals with disabilities participating in inclusive settings (DeHaas-Warner, 1992;Reid, 1996) because it decreases the need for constant vigilance by teachers and other intervention providers. Furthermore, studies that have implemented selfmanagement interventions in inclusive environments have consistently reported favorable results (DuPaul & Eckert, 1998).…”