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Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

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Abstract

Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020; Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students’ on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) and Neely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

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  1. Department of Educational Studies, College of Education, Purdue University, Beering Hall of Liberal Arts and Education, Room 5153, 100 N, University Street, West Lafayette, IN, 47907, USA

    Mehmet D. Sulu, Ronald C. Martella, Kharon Grimmet & Amanda M. Borosh

  2. Faculty of Education, Hasan Kalyoncu University, Gaziantep, Turkey

    Emine Erden

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Sulu, M.D., Martella, R.C., Grimmet, K. et al. Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review. Rev J Autism Dev Disord 10, 458–476 (2023). https://doi.org/10.1007/s40489-022-00304-y

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