The Effects of Self-Monitoring on Adult Behavior and Student Independence

Abstract

The effects of a self-monitoring intervention on adult behavior and student independence were examined. Five learning disabled students were selected from a learning disabilities self-contained classroom through the use of a multiple-gate approach. The students were selected on the basis of attention problems combined with high levels of dependence on the teacher or aide. Using an ABAB design, self-monitoring of attention was implemented with the entire class. Data on adult initiation of assistance, duration of interaction, and time-on-task were collected on the five target subjects. Observational data indicate that self-monitoring by a student reduced adult initiation of assistance, decreased student-adult interaction during independent seatwork, and enabled students to maintain high levels of attention without adult assistance.