Fourteen mentally retarded boys (9-13 years old) were given opportunities to monitor and record their own behavior as on-task or off-task, and then to receive consumption and access to consequence reinforcers. (Author/CL)

The classroom test performance of three groups, self-monitoring (SM), a combination of self-monitoring, self-reinforcement and self-punishment (SM+C), and controls, were compared in independent replications in a chemistry (n=149) and a calculus (n=80) class. In chemistry, but not calculus, the experimental subjects outperformed controls. It was…