Post-school employment outcomes for individuals with disabilities continue to be inadequate when compared to their peers without disabilities (Newman et al., 2011). One barrier to employment for individuals with disabilities is a lack of employment "soft skills" (Riesen, Morgan, Schutlz, & Kupferman, 2014), such as punctuality and…

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather…

Behaviors characteristic of attention deficit/hyperactivity disorder (ADHD) often interfere with students' and their classmates' learning, and interventions targeting these behaviors may be particularly important in schools. This article reviews studies in which researchers manipulated environmental stimulation during task presentation…

The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs,…

Effects of self-monitoring on-task behavior, academic productivity, and academic accuracy were assessed with six elementary school students with learning disabilities. Although all three interventions yielded arithmetic improvements, self-monitoring academic productivity or accuracy was generally superior. Differential results were obtained across…

This article reviews the literature on self-monitoring interventions with students having learning disabilities. It discusses results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. It then analyzes studies comparing effects of self-monitoring of attention and…

Three male students (ages 13-15) with behavior disorders/emotional disturbances were taught to self-monitor in 3 successive academic areas: reading, mathematics, and spelling. Students made gains in academic accuracy, productivity, and on-task behavior; and improvements were observed across all subject areas. (Author/JDD)

Three highly distractible female students, aged 9 through 11, with mild to moderate mental handicaps completed a 5-step training process followed by student self-monitoring with no tangible extrinsic reinforcement for improved performance. Results found increased on-task behavior in all subjects and increased academic productivity in two.…