SELF-MONITORING OF CLASSROOM BEHAVIORS WITH STUDENTS EXHIBITING EMOTIONAL AND BEHAVIORAL CHALLENGES

This study examined the effectiveness of a self-monitoring package on the task engagement and disruptive behaviors of two elementary school children. The participants were receiving full-time special education services for students described as severely emotionally disturbed. The intervention consisted of a package that was comprised of periodic cu ing, self-recording of individually-determined target behaviors, feedb ack and reinforcement for accurate self-monitoring. Alternating treatm ents, reversal, and multiple baseline designs were used to examine the effects of the procedures within the regular context of the students' classrooms. Results indicated that self-monitoring was highly effecti ve in increasing task engagement while decreasing disruptive behavior for both students. Follow-up data for one participant showed that the effects were durable. These data add to the growing testimony regardin g the utility of self-monitoring and self-monitoring packages as effec tive and proactive components of behavioral support for students with emotional and behavioral challenges.