Increasing on-task behavior in the classroom: Extension of self-monitoring strategies

• Published in: Psychology in the schools Vol. 43; no. 2; pp. 211 - 221
• Main Authors: Amato-Zech, Natalie A., Hoff, Kathryn E., Doepke, Karla J.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.02.2006; John Wiley & Sons, Inc; Wiley
• Subjects: Behavior Problems; Biological and medical sciences; Cues; Elementary School Students; Intervals; Intervention; Medical sciences; Metacognition; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Self Management; Special Education; Special education. Orthophony; Time on Task; Treatments; Human; School age; Treatment efficiency; Classroom; Self control; Strategy; Child; Special education; School environment
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.20137

We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006.