Abstract
Current research supports the effectiveness of self-monitoring strategies for addressing academic and behavioral challenges within educational settings. Although variations in procedures exist, frequently implementation of self-monitoring involves some form of adult feedback as a method of establishing accurate self-monitoring. To date, however, researchers have not systematically evaluated whether adult feedback is a necessary component for self-monitoring to be effective. In the current investigation, the influence of adult feedback on the effectiveness of self-monitoring was analyzed. The participant was a 13-year-old student receiving educational services in a special education school at a residential facility for youth with conduct problems. The effectiveness of self-monitoring with and without adult feedback was compared. Results suggest that adult feedback may be an important component for establishing self-monitoring as an effective intervention for behavior problems exhibited in academic settings.
Original language | English (US) |
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Pages (from-to) | 402-419 |
Number of pages | 18 |
Journal | Behavior Modification |
Volume | 28 |
Issue number | 3 |
DOIs | |
State | Published - May 2004 |
Keywords
- Adolescents
- Classroom behavior
- Conduct problems
- Self-monitoring
- Treatment
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Arts and Humanities (miscellaneous)