Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury

The effects of self-monitoring on-task behavior, accuracy, and productivity were assessed with three adolescent boys with brain injury. A combined mul tiple baseline across subjects and alternating design schedule was used. Pa rticipants were taught to self-record the three dependent variables while t hey were completing independent math assignments. A tape-recorded audio ton e was used as a cue to self-record. Research assistants recorded occurrence of on-task behavior using 10 s interval recording. They also reported the percentage of problems completed accurately and the total duration of task engagement. The study expands on both the self-monitoring and brain injury rehabilitation literature by examining self-monitoring methods as an effect ive rehabilitative strategy for individuals with brain injuries. Findings a re discussed in the context of prior self-monitoring studies and are interp reted from both a behavioral and cognitive perspective. This is done in an effort to bridge the gap between the theoretical orientations. By bridging this gap, the authors hope to facilitate the development of an integrative approach to brain injury rehabilitation with behavior analysts playing a pr imary role. Copyright (C) 2000 John Wiley & Sons, Ltd.