This paper examines the use of self-monitoring of attention with learning disabled (LD) students in academic settings. Three theoretical models of cognitive behavior modification—the operant model, the cognitive-behavioral model, and the cognitive model —are briefly described, followed by a discussion of the methodological considerations which limit the interpretability of self-monitoring research. A review of self-monitoring studies with LD children reveals that although self-monitoring is effective at increasing on-task behavior, concurrent academic gains are not evident. This failure to produce academic gains is discussed in terms of current conceptualizations of attention which suggest that students must be taught not only how to pay attention, but what to pay attention to. Therefore, attention deficits among LD students may reflect an inability to perceive what is relevant in academic tasks rather than a general inability to attend. Implications for instructional design are discussed.
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