Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury

Abstract

The eects of self-monitoring on-task behavior, accuracy, and productivity were assessed with three adolescent boys with brain injury. A combined multiple baseline across subjects and alternating design schedule was used. Participants were taught to self-record the three dependent variables while they were completing independent math assignments. A tape-recorded audio tone was used as a cue to self-record. Research assistants recorded occurrence of on-task behavior using 10 s interval recording. They also reported the percentage of problems completed accurately and the total duration of task engagement. The study expands on both the self-monitoring and brain injury rehabilitation literature by examining self-monitoring methods as an eective rehabilitative strategy for individuals with brain injuries. Findings are discussed in the context of prior self-monitoring studies and are interpreted from both a behavioral and cognitive perspective. This is done in an eort to bridge the gap between the theoretical orientations. By bridging this gap, the authors hope to facilitate the development of an integrative approach to brain injury rehabilitation with behavior analysts playing a primary role.

Environmental adaptations improve everyday action performance in Alzheimer's disease: Empirical support from performance-based assessment.

“…Another tactic for improving everyday functioning is to increase error detection or monitoring. That is, because it is virtually impossible to eliminate all errors in everyday tasks, some investigators have focused on promoting task monitoring and error detection (Levine et al, 2000; Manly, Lewis, Robertson, Watson, & Datta, 2002; Norman, 1990; Selnick & Savage, 2000; Winocur et al, 2000). Indeed, prior studies have demonstrated that dementia patients corrected 79% of detected errors on the NAT (Giovannetti, Libon, & Hart, 2002); this suggests that improving error detection might facilitate error correction and task accomplishment.…”

A critical analysis of data‐based studies examining behavioral interventions with children and adolescents with brain injuries

“…Like Ylivasker (1995, 2003), Koegel and Koegel (1986), and Selznick and Savage (2000) improved academic performance with antecedent management. Koegel and Koegel (1986) found that interspersed maintenance tasks improved the academic performance and social affect of an eight-year-old stroke victim.…”

“…On the other hand, several studies employed multiple baseline designs, alternating treatment designs, and reversal designs that demonstrated a clear treatment effect (i.e. Hegel, 1988;Kennedy, 1994;Selznick & Savage, 2000, Slifer et al, 1993.…”

“…At the 1 year 8 month follow-up, the participant continued to show improvements and was being recommended for mainstreaming in the regular fifth grade program at the start of the next school year. Selznick and Savage (2000) found that self-monitoring on-task behavior, accuracy, and productivity improved the on-task behavior of three adolescent boys with brain injuries. Participants were taught to self-record the three dependent variables (on-task behavior, accuracy, and productivity), which also functioned as the independent variables, while they were completing independent math assignments.…”