SELF-MONITORING OF ATTENTION VERSUS SELF-MONITORING OF PERFORMANCE - EFFECTS ON ATTENTION AND ACADEMIC-PERFORMANCE

This study compared the effects of two types of self-monitoring on att ention and academic performance. Twenty-eight students with learning d isabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitorin g of attention (SMA). Results showed that on-task behavior was signifi cantly higher in both SMA and SMP than in SSP. Number of correct pract ices was significantly higher in SMP than in SSP. Spelling achievement was significantly lower in SMA than in SSP, and spelling maintenance was significantly lower in SMA than in SSP and SMP. Student interviews indicated that SMA is experienced as intrusive. The type of self-moni toring used may have direct, significant effects on academic outcomes; there does not appear to be a ''best'' method of self-monitoring for all students on all tasks.