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 be havior, academic accuracy, and disruptive behavior by three male stude nts with behavior disorders. Of interest were the reactive effects of each self-monitoring procedure, as well as the collateral effects on t he other two behaviors that were not being self-monitored. The three s elf-monitoring conditions were compared using counterbalanced treatmen t procedures and a withdrawal design. Results indicated positive effec ts of self-monitoring on all three target behaviors for each participa nt. Although each self-monitoring procedure had similar positive effec ts, self-monitoring academic accuracy appeared to be most beneficial f or these students. Limitations and implications for target behavior se lection are discussed.