USING AUDIO-CUED SELF-MONITORING FOR STUDENTS WITH SEVERE BEHAVIOR DISORDERS

The impact of a behavioral self-control (BSC) procedure with audio-cue d self-monitoring (that consisted of self-assessment and self-recordin g) on academic time on task and spelling acquisition of three elementa ry-aged students with severe behavior disorders, was investigated duri ng daily spelling study sessions. Time on task was recorded by observe rs, and spelling aquisition was defined as the percentage of words spe lled correctly on daily oral quizzes and periodic written tests. A mul tiple-baseline-across-subjects design demonstrated that (a) the 2 stud ents who used audio-cued self-monitoring more than doubled their time on task, whereas the 3rd student remained dependent on the teacher's v erbal cues to increase his time on task; (b) oral spelling accuracy in creased substantially for 1 student, minimally for another, and only w hen cuing modifications were implemented for the 3rd student; and (c) all 3 students increased the percentage of correctly spelled words on written tests (response generalization probes).