Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges
Examined the effectiveness of a self-monitoring package (SMP) on the task engagement and disruptive behaviors of 2 elementary school children (10-yr-old female and 11-yr-old male). Ss received full-time special education services for students with severe emotional disturbance. This SMP was comprised of periodic cuing, self-recording of individually-determined target behaviors, feedback, and reinforcement for accurate self-monitoring. Results indicated that SMP was highly effective in increasing task engagement while decreasing disruptive behavior. Data add to the growing testimony regarding the utility of self-monitoring and SMPs as effective and proactive components of behavioral support for students with emotional and behavioral challenges
Childhood Education and Family Studies
Dunlap, Glen, Shelley Clarke, Marty Jackson, Suzanne Wright, Edwin Ramos, and Sabrina Brinson. "Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges." School Psychology Quarterly 10, no. 2 (1995): 165.
School Psychology Quarterly