Self-Monitoring of Attentional Behavior versus Self-Monitoring of Productivity: Effects on On-Task Behavior and Academic Response Rate among Learning Disabled Children.

Harris, Karen R.

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Peer reviewed

ERIC Number: EJ347353

Record Type: Journal

Publication Date: 1986

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Self-Monitoring of Attentional Behavior versus Self-Monitoring of Productivity: Effects on On-Task Behavior and Academic Response Rate among Learning Disabled Children.

Harris, Karen R.

Journal of Applied Behavior Analysis, v19 n4 p417-23 Win 1986

Subjects were four learning disabled students (ages 9-10) with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity exhibiting mixed results. (Author/JW)

Descriptors: Academic Achievement, Attention Deficit Disorders, Intermediate Grades, Learning Disabilities, Productivity, Self Control, Time on Task, Training Methods

Publication Type: Journal Articles; Reports - Research

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Audience: N/A

Language: English

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