Self-Monitoring of Attention Versus Self-Monitoringof Performance: Examining the Differential EffectsAmong Students with Emotional Disturbance Engagedin Independent Math Practice

摘要

Although students with emotional disturbance are commonly known fortheir social behavior deficits, they often have academic deficits as well. Unfortu-nately, most of the intervention research and many of the practices used with thispopulation focus upon their social behavior deficits and fail to recognize the need toimprove their academic skills. Therefore, there is a need for identifying research-based interventions that focus on ameliorating social and academic deficits oftenexhibited by students with emotional disturbance. The purpose of this study was toexamine the differential effects of self-monitoring of attention versus self-moni-toring of performance on the academic and social behaviors of three minoritystudents identified as having emotional disturbance while independently engaged inpracticing mathematical calculations. The findings suggest that students withemotional disturbance may perform better socially and academically during mathpractice while self-monitoring their academic performance. Social validity data alsosuggest that students rated self-monitoring of academic performance more favorablythan self-monitoring of attention. In addition, all target students in this studyexhibited levels of on-task behavior more similar to their peers while self-moni-toring academic performance compared to self-monitoring attentive behavior