The Effectiveness of Self-Monitoring Techniques Among Learning Disabled Adolescents

Abstract

The purpose of this study was to investigate the effectiveness of self-monitoring techniques implemented by adolescent learning disabled (LD) students to monitor their on- and off-task behaviors in mainstreamed classrooms. Using a multiple-baseline graphic analysis, it was found that after two weeks of training and 12 weeks of intervention, the frequencies of off-task behaviors decreased from baseline data among subjects. It was concluded that self-monitoring techniques hold more possibilities in managing off-task behaviors among adolescents than externally imposed techniques used by teachers.