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Reactive Effects of Self-Assessment and Self-Recording on Attention to Task and Academic Productivity.
Peer reviewed Peer reviewed
Lloyd, John; And Others – Learning Disability Quarterly, 1982
The effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity of elementary school learning disabled students (9-10 years old). Self- recording appears to be a more effective procedure than self-assessment for increasing attention to task. (Author/SEW)
Descriptors: Attention Control, Elementary Education, Learning Disabilities, Performance Factors
Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities.
Peer reviewed Peer reviewed
Prater, Mary Anne; And Others – Learning Disability Quarterly, 1991
Five single-subject studies indicated that adolescents with learning disabilities can successfully implement self-monitoring procedures in special and regular education settings and correspondingly improve their on-task behavior, without regard to classmates' percentage of on-task behavior and with fading of reinforcement and self-monitoring.…
Descriptors: Adolescents, Learning Disabilities, Mainstreaming, Outcomes of Treatment
Effects of Self-Recording on High-School Students' On-Task Behavior.
Peer reviewed Peer reviewed
Blick, Deborah W.; Test, David W. – Learning Disability Quarterly, 1987
When mildly-disabled high school students (9 learning-disabled, 2 educable mentally retarded, and 1 emotionally handicapped) were taught techniques to self-monitor and record on-task performance with audible cues and later independently, a functional relationship was observed between the intervention and increased on-task behavior, wherein changes…
Descriptors: Emotional Disturbances, High School Students, High Schools, Intervention
Self-Monitoring of Attention versus Self-Monitoring of Performance: Replication and Cross-Task Comparison Studies.
Peer reviewed Peer reviewed
Harris, Karen R.; And Others – Learning Disability Quarterly, 1994
Two studies, each involving four intermediate grade students with learning disabilities, examined the differential effects of attention monitoring and performance monitoring on spelling study behaviors and story writing behaviors. Both interventions had a positive impact; neither was clearly or consistently superior to the other. (Author/JDD)
Descriptors: Academic Achievement, Attention Control, Intermediate Grades, Learning Disabilities
Self-Graphing of On-Task Behavior: Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic Performance.
Peer reviewed Peer reviewed
DiGangi, Samuel A.; And Others – Learning Disability Quarterly, 1991
Two students (ages 10-11) with learning disabilities exhibited improved on-task behavior and academic performance during self-monitoring procedures, with additional increases resulting from self-graphing procedures. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and…
Descriptors: Academic Achievement, Classroom Techniques, Graphs, Instructional Effectiveness
Classroom Dynamics and Children at Risk: A Followup.
Peer reviewed Peer reviewed
Montague, Marjorie; Rinaldi, Claudia – Learning Disability Quarterly, 2001
These two follow-up studies measured teacher-student interactions, peer interactions, students' perceptions of their teachers' expectations, student self-perceptions and academic engaged time with grade 2-4 children at risk or not-at-risk for learning, emotional and behavioral disorders. Findings suggest that as children at risk get older, they…
Descriptors: Age Differences, Behavior Disorders, Elementary Education, Emotional Disturbances