SElf-Graphing of On-Task Behavior: Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic Performance:

摘要: This study investigated the effects of self-graphing on improving reactivity self-monitoring procedures for two students with learning disabilities. Differential self-evaluation and self-reinforcement were assessed along using a single-case multiple-treatment design. Subjects self-monitored self-graphed their on-task behavior. Measures academic arithmetic performance (productivity accuracy) collected simultaneously. For both students, behavior improved during self-monitoring, additional increases due to self-graphing. However, little improvement in productivity was noted introduction self-evaluation, although accuracy increased slightly both. Implications research practice are discussed.