Use of Self-Monitoring and Delayed Feedback to Increase On-Task Behavior in a Post-Institutionalized Child Within Regular Classroom Settings

• Published in: Education & treatment of children 2002-02, Vol.25 (1), p.91-102
• Main Authors: O'Reilly, Mark, Tiernan, Roisin, Lancioni, Giulio, Lacey, Claire, Hillery, John, Gardiner, Marianne
• Format: Article
• Language: English
• Subjects: Academic Ability; Academic Accommodations (Disabilities); Academic Achievement; Access to Education; Activity Units; Adolescents; Adopted children; Autism; Behavior Modification; Behavior Problems; Behaviour modification; Classroom Environment; Classroom observations; Classroom techniques; Communication Skills; Cooperative Learning; Developmental Delays; Developmental Disabilities; Developmental psychology; Developmentally disabled children; Disabilities; Disabled children; Education; Educational Environment; Evaluation Methods; Foreign Countries; Functional Behavioral Assessment; Grade 6; Inclusive Schools; Independent Study; Intellectual Disability; Intermediate Grades; Ireland; Methods; Orphans; Parents; Peer Teaching; Psychological aspects; Psychological Evaluation; Resource room programs; Resource Teachers; Secondary Education; Self Evaluation (Individuals); Self Management; Self Reward; Special needs students; Stereotypies; Student Evaluation; Teachers; Time on Task; Training devices
• ISSN: 0748-8491; 1934-8924

The use of a self-monitoring strategy to increase on-task behavior was examined with a postinstitutionalized 13-year-old child who was included in a regular school. A functional assessment conducted prior to the intervention indicated that the student engaged in stereotypy on an almost continuous basis unless she was actively involved in academic tasks. A self-monitoring intervention was implemented across three classrooms in a multiple baseline design fashion. Significant increases of on-task behavior were observed in all three classrooms during the implementation of the self-monitoring intervention. A brief withdrawal of the selfmonitoring intervention in one classroom resulted in decreased on-task behavior. On-task behavior then increased when the intervention was re-introduced. The results are discussed in terms of developing strategies to support children with severe disabilities in inclusive classrooms.