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Council for Exceptional Children, Reston, VA. – 1990
This brief guide notes the effectiveness of self-management strategies in increasing students' responsibility for their own learning and behavior, heightening student motivation and self-esteem, and reducing demands on the teacher's time. A strategy is outlined to help students increase their on-task behavior, by having students chart, correct,…
Descriptors: Behavior Problems, Disabilities, Elementary Secondary Education, Self Control

Osborne, Susan S.; And Others – Teaching Exceptional Children, 1987
A self-monitoring treatment (via taped cues) was used to increase time-on-task behavior of two emotionally disturbed and three mentally retarded elementary grade children, all of whom were easily distracted from class activities. In general, the program resulted in improved attention to task and academic productivity. (CB)
Descriptors: Attention Control, Audiotape Recordings, Cues, Elementary Secondary Education
Vanderbilt, Allison A. – Beyond Behavior, 2005
Self-monitoring is used to increase on-task behavior of students by encouraging them to monitor their own behavior (Hallahan, Lloyd, & Stoller, 1982). According to Daly and Ranalli (2003), there are many benefits of self-monitoring: (1) It is an effective tool for changing behavior; (2) It promotes generalization of the appropriate behavior to…
Descriptors: Behavior Modification, Self Control, Time on Task, Student Behavior

Merrett, Jonathan; Merrett, Frank – Educational Studies, 1992
Discusses the use of correspondence training in the classroom to improve learning outcomes. Defines the training as an experimental behavioral strategy that takes into account the degree to which people achieve what they are aiming to do. Concludes from research involving middle school students that the subjects achieved a better work output in…
Descriptors: Classroom Research, Elementary Education, Feedback, Foreign Countries