This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence.
Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. ( 2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education . Education and Training in Developmental Disabilities, 40, 3-13.
2.
Akande, A. ( 1997). The role of reinforcement in self-monitoring. Education, 118, 275-281.
3.
Brigance, A.H. ( 1991). Brigance diagnostic inventory of early development- Revised. North Billerica, MA: Curriculum Associates.
4.
Carr, S.C., & Punzo, R.P. ( 1993). The effects of self-monitoring academic accuracy and productivity on the performance of students with behavioral disorders . Behavioral Disorders, 18, 241-250.
5.
Clees, T.J. ( 1994). Self-recording of students’ daily schedules of teachers’ expectancies: Perspectives on reactivity, stimulus control, and generalization. Exceptionality, 5, 113-129.
6.
Coyle, C., & Cole, P. ( 2004). A videotaped self-modeling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29, 3-15.
7.
DiGangi, S.A., & Maag, J.W. ( 1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 17, 281-290.
8.
DiGangi, S.A., Maag, J.W., & Rutherford, R.B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disability Quarterly, 14, 223-230.
9.
Dunlap, L.K., & Dunlap, G. ( 1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavioral Analysis, 22, 309-314.
10.
Fuchs, D., Fuchs, L.S., Fernstrom, P., & Hohn, M. ( 1991). Toward a responsible reintegration of behaviorally disordered students. Behavioral Disorders, 16, 133-147.
11.
Ganz, J., & Sigafoos, J. ( 2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently? Education and Training in Developmental Disabilities, 40, 24-33.
12.
Hagaman, J.L., & Reid, R. ( 2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading . Remedial and Special Education, 29, 222-234.
13.
Harris, K., Danoff, F., Saddler, B., Frizzelle, R., & Graham, S. ( 2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39, 145-156.
14.
Harris, K.R., Graham, S., Reid, R., McElroy, K., & Hamby, R.S. ( 1994). Self-monitoring of attention versus self-monitoring of performance: Replication and cross task comparison studies. Learning Disabilities Quarterly, 17, 121-139.
15.
Hersen, M., & Barlow, D.H. ( 1976). Single case experimental designs: Strategies for studying behavior change. Elmsford, NY: Pergamon.
16.
Hogan, S., & Prater, M.A. ( 1993). The effects of peer tutoring and self-management training of on-task, academic, and disruptive behaviors. Behavioral Disorders, 18, 118-128.
17.
King-Sears, M.E. ( 1999). Teacher and researcher co-design self-management content for an inclusive setting: Research training, intervention, and generalization effects on student performance. Education and Training in Mental Retardation and Developmental Disabilities, 34, 134-156.
18.
Koegel, L.K., Koegel, R.L., Hurley, C., & Frea, W.D. ( 1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
19.
Koegel, R.L., & Frea, W.D. ( 1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis , 26, 369-377.
20.
Koegel, R.L., & Koegel, L.K. ( 1990). Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.
21.
Koegel, R.L., Koegel, L.K., & Parks, D.R. ( 1995). "Teach the individual" model of generalization: Autonomy through self-management. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 67-77). Baltimore : Brookes.
22.
Lee, S.H., Simpson, R.L., & Shogren, K.A. ( 2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, 2-13.
23.
Lee, S.H., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., & Little, T.D. ( 2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91-107.
24.
Levendoski, L.S., & Cartledge, G. ( 2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding . Behavioral Disorders, 25, 211-224.
25.
Licht, B. ( 1983). Cognitive motivational factors that contribute to the achievement of learning disabled children. Journal of Learning Disabilities, 16, 483-490.
26.
Loftin, R.L., Odom, S.L., & Lantz, J.F. ( 2008). Social interaction and repetitive motor behaviors . Journal of Autism and Developmental Disorders, 38, 1124-1136.
27.
Maag, J.W., Reid, R., & DiGangi, S.A. ( 1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis , 26, 329-344.
28.
Malone, L.D., & Mastropieri, M.A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities . Exceptional Children, 58, 270-279.
29.
Mayer-Johnson, LLC. ( 1999). Boardmaker for Windows v.5 [computer software] . Solana Beach, CA: Author.
30.
McCarl, J.J., Svobodny, L., & Beare, P.L. ( 1991). Self-recording in a classroom for students with mild to moderate handicaps: Effects on productivity and on-task behavior. Education and Training in Mental Retardation, 26, 79-88.
31.
Morrison, L., Kamps, D., Garcia, J., & Parker, D. ( 2001). Peer mediation and monitoring strategies to improve initiation and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237-250.
32.
Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., & Strain, P.S. ( 2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
33.
O’Reilly, M.F., Lancioni, G., Gardiner, M., Tiernan, R., & Lacy, C. ( 2002). Using a problem-solving approach to teach classroom skills to a student with moderate intellectual disabilities within regular classroom settings. International Journal of Disability, Development and Education, 49, 95-104.
34.
Platt, J.S., Harris, J.W., & Clements, J.E. (1980). The effects of individually designed reinforcement schedules on attending and academic performance with behaviorally disordered adolescents. Behavioral Disorders , 5, 197-205.
35.
Prater, M.A., Joy, R., Chilman, B., Temple, J., & Miller, S.R. ( 1991). Self-monitoring of on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly , 14, 164-177.
36.
Reid, B., & Harris, K.R. ( 1993). Self-monitoring of attention versus self-monitoring of performance: Effects on attention and academic performance. Exceptional Children, 60, 29-40.
37.
Reid, R. ( 1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317-331.
38.
Richards, S.B., Taylor, R.L., Ramasamy, R., & Richards, R.Y. (1999). Single subject research . San Diego: Singular.
39.
Schopler, E., Reichler, R., & Renner, B. ( 1988). The childhood autism rating scale (CARS). Austin, TX: PRO-ED.
40.
Shearer, D.D., Kohler, F.W., Buchan, K.A., & McCullough, K.M. (1996). Promoting independent interactions between preschoolers with autism and their nondisabled peers: An analysis of self-monitoring. Early Education and Development , 7, 205-220.
41.
Stahr, B., Cushing, D., Lane, K., & Fox, J. ( 2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Positive Behavior Interventions, 8, 201-211.
42.
Strain, P.S., Kohler, F.W., Storey, K., & Danko, C.D. ( 1994). Teaching preschoolers with autism to self-monitor their social interactions: An analysis of results in home and school settings . Journal of Emotional and Behavioral Disorders, 2, 78-89.
43.
Sutherland, K.S., & Snyder, A. ( 2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103-118.
44.
Thorndike, R.L., Hagen, E., & Sattler, J. ( 1986). The Stanford-Binet intelligence scale (Tech. manual, 4th ed.). Chicago: Riverside.
45.
Todd, T., & Reid, G. ( 2006). Increasing physical activity in individuals with autism . Focus on Autism and Other Developmental Disabilities , 21, 167-176.
46.
Weber, J., Scheuermann, B., McCall, C., & Coleman, M. ( 1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14(2), 38-56.
47.
Wehmeyer, M., Agran, M., & Hughes, C. ( 2000). A national survey of teachers’ promotion of self-determination and student-directed learning. The Journal of Special Education , 34, 58-68.
48.
Wilkinson, L.A. ( 2008). Self-management for children with high-functioning autism spectrum disorders. Intervention in School and Clinic , 43, 150-157.
