Citation

Hughes CA, Hendrickson JM. Educ. Treat. Child. 1987; 10(3): 225-236.

Copyright

(Copyright © 1987, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Twelve fourth, fifth, and sixth grade students, at-risk for school maladjustment and academic failure, were taught a self-recording procedure to monitor their attention to task during independent seatwork. An across student multiple baseline design was used to assess effects of the procedure. The results support the efficacy of self-monitoring for improving on-task performance in regular classroom settings. In addition, the use of such procedures may enable regular classroom teachers to increase their use of small group and individualized instruction.