Abstract
This study (1) examined whether a self-monitoring procedure taught in a laboratory setting would increase independent on-task behavior there and would generalize without further teaching to a classroom setting, and (2) analyzed the durability of the training effects over the course of 5 months for one subject and 10 months for two other subjects. Two multiplebaseline designs, one across three normal and the other across three deviant children, showed that self-monitoring of academic task-completions facilitated on-task responding for all subjects in the generalization (classroom) setting. A subsequent reversal design showed that these effects were durable, in two of the three subjects still available, at least as much as 1 year after commencement of training. This latter design also suggested that one subject who was not maintained by self-monitoring could be supported in on-task behavior by a peer who was maintained by self-monitoring.
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This research was based on a dissertation submitted by the first author to the Department of Human Development, University of Kansas, in partial fulfillment of the requirements for Ph.D. degree. It was supported in part by Program Project Grant HD 00870 and Research Grant MH 11739. Special thanks are due to the Laboratory supervisors, whose cooperation made the research possible: Alita Cooper, Wilma Holt, Sandi Plummer, and Trudi Rowbury. Thanks also are expressed to Edward K. Morris for his suggestions on an earlier draft of the manuscript.
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Holman, J., Baer, D.M. Facilitating generalization of on-task behavior through self-monitoring of academic tasks. J Autism Dev Disord 9, 429–446 (1979). https://doi.org/10.1007/BF01531449
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DOI: https://doi.org/10.1007/BF01531449