Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation

Joseph R. Boyle, Charles A. Hughes

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

This study investigated the effectiveness of self-monitoring on the on-task behavior and vocational production rates of 5 elementary students with moderate mental retardation during biweekly pre-vocational workshop sessions. They were taught to use a recording form to monitor their behavior and were cued to monitor by audiotaped tones. A multiple-baseline design across tasks was used to demonstrate a functional relationship between self-monitoring and both on-task behavior and task productivity. Once this relationship was demonstrated, the monitoring form and audiotape were withdrawn through fading procedures. Results indicated that (a) self-monitoring increased both on-task behavior and vocational task production rates, (b) performance gains maintained while cues and monitoring forms were withdrawn, and (c) gains maintained over several weeks in the absence of prompts (i.e., forms and tones).

Original languageEnglish (US)
Pages (from-to)439-457
Number of pages19
JournalJournal of Behavioral Education
Volume4
Issue number4
DOIs
StatePublished - Dec 1 1994

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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