Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study

Abstract

The purpose of this study was to investigate the social validity of behavior change produced by self-monitoring and contingent reinforcement upon the on-task behavior and academic productivity of six learning-disabled students using a single-case, multiple-treatment design. Subjects self-monitored their on-task behavior while concurrent measures of academic productivity were collected. This study employed two phases of self-monitoring and contingent reinforcement. Self-monitoring was broken down into its component parts: self-observation and self-recording. Contingent reinforcement consisted of verbally reinforcing improvements and meeting goals set for both on-task behavior and academic productivity. On-task behavior and academic productivity improved under both interventions. Improvements were commensurate to levels of on-task behavior and academic productivity exhibited by the subjects' nonhandicapped peers. Implications for research and practice are discussed.

Goal Setting Interventions: Implications for Participants on the Autism Spectrum

“…One study examined the effects of self-monitoring with contingent reinforcement under two conditions: comparison to prior performance and contingent to meeting a goal (Maag et al 1992). Another study introduced goals in the latter phase in order for one participant to achieve mastery of math division (Skinner et al 1993).…”

“…Another study introduced goals in the latter phase in order for one participant to achieve mastery of math division (Skinner et al 1993). Maag et al (1992) introduced goal setting in the final phase of an intervention that included the following phases: a self-observation condition; self-observation and self-recording; self-observation (reversal), selfrecording and contingent verbal reinforcement for performance improvement; and self-observation, selfrecording and contingent reinforcement using teacherand student-set goals for successive increases in mathematics problem task performance. The largest gain in academic productivity occurred during the phase of contingent reinforcement plus goal setting, during which the teacher not only provided verbal reinforcement for an increase over prior performance but also provided verbal encouragement in the event a goal was not met.…”

“…Three studies were identified which enable the effectiveness of goal setting alone to be examined. Lambert et al (1999) compared self-set goals with coach-set goals, and Maag et al (1992) and Skinner et al (1993) introduced a goal condition additively to achieve an effective treatment thereby enabling intervention effects to be measured before and after the introduction of goal setting. In each case, goal setting was associated with clear behavioral gains.…”

Effect of Baseline Self-Efficacy on Physical Activity and Psychological Stress after a One-Week Pedometer Intervention

“…The goal-setting method is one form of behavior therapy and promotes the effect of self-monitoring (Kazdin, 1974;Maag, Rutherford, & DiGangi, 1992). Previous studies show that pedometer intervention with a step goal increased physical activity (Bravata, Smith-Spangler, Sundaram, & Gienger, 2007).…”

Self‐monitoring and its relationship with educational level and task importance

“…For example, Heins, Lloyd, and Hallahan (1986) improved learning disabled students' academic performance by periodically and regularly emitting an auditory signal to cue students' self-monitoring on performance. Similarly, Maag, Rutherford, and DiGangi (1992) improved learning disabled students' time on task and performance by telling the students to ask themselves a question, "Am I working on the assignment?" when their shoulders were touched by a teacher aide.…”