RELATIVE EFFECTS OF SELF-MONITORING ON-TASK BEHAVIOR, ACADEMIC ACCURACY, AND DISRUPTIVE BEHAVIOR IN STUDENTS WITH BEHAVIOR DISORDERS

This study examined the relative effects of self-monitoring on-task behavior, academic accuracy, and disruptive behavior by three male students with behavior disorders. Of interest were the reactive effects of each self-monitoring procedure, as well as the collateral effects on the other two behaviors that were not being self-monitored. The three self-monitoring conditions were compared using counterbalanced treatment procedures and a withdrawal design. Results indicated positive effects of self-monitoring on all three target behaviors for each participant. Although each self-monitoring procedure had similar positive effects, self-monitoring academic accuracy appeared to be most beneficial for these students. Limitations and implications for target behavior selection are discussed.