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journal article Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current ResearchBehavioral Disorders Vol. 40, No. 2 (February 2015) , pp. 102-121 (20 pages) Published By: Sage Publications, Inc. https://www.jstor.org/stable/43740439 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Purchase article $41.50 - Download now and later Abstract Explicitly teaching skills associated with self-determination has been promoted to support students' independence and control over their own lives. This is especially important for students with behavior problems. One self-determination skill or behavior that has been studied widely is self-monitoring. Although multiple reviews of various self-monitoring interventions exist, we provide an updated review of the literature focusing on the role various elements such as reinforcement, feedback, function, and technology play in self-monitoring interventions for students with behavior problems. In this review, we synthesize 41 recent (2000-2012) studies of selfmonitoring interventions conducted with K-12 students exhibiting persistent behavior problems. Key findings, limitations, and implications for research and practice are discussed. Journal Information Behavioral Disorders (BD) addresses compelling issues related to individuals with behavioral challenges. Regular features include research-based articles, which discuss evidence-based practices for use with challenging behaviors. Publisher Information Sara Miller McCune founded SAGE Publishing in 1965 to support the dissemination of usable knowledge and educate a global community. SAGE is a leading international provider of innovative, high-quality content publishing more than 900 journals and over 800 new books each year, spanning a wide range of subject areas. A growing selection of library products includes archives, data, case studies and video. SAGE remains majority owned by our founder and after her lifetime will become owned by a charitable trust that secures the company’s continued independence. Principal offices are located in Los Angeles, London, New Delhi, Singapore, Washington DC and Melbourne. www.sagepublishing.com Rights & Usage This item is part of a JSTOR Collection. Self-monitoring takes advantage of a behavioral principle: the simple acts of measuring one's target behavior and comparing it to an external standard or goal can result in lasting improvements to that behavior. Self-monitoring is sometimes described as having 'reactive' effects (Kazdin, 1989), because students who measure and pay close attention to selected behaviors often react to this monitoring information by changing those target behaviors in the desired direction. In classroom settings, self-monitoring offers several advantages. Self-monitoring requires that the student be an active participant in the intervention, with responsibility for measuring and evaluating his or her behaviors. Also, in order to accurately self-evaluate behaviors, the student must first learn the teacher's behavioral expectations. That ability of a child or youth to understand and internalize the behavioral expectations of others is a milestone in the development of social skills. Finally, student self-monitoring data is typically economical to collect, even in a busy classroom, and can often be used to document the success of a behavioral intervention. There are many possible variations to student self-monitoring programs. In order to be most effective, however, self-monitoring programs will usually include the following 7 steps:
References
What data collection system would be appropriate when the duration of the behavior needs to be decreased or increased?Interval systems are appropriate when the duration of the behavior needs to be decreased or increased.
Which statement most accurately describes the achievement of children with emotional and behavioral disorders?Which statement most accurately describes the achievement of children with emotional and behavioral disorders? It is lower than their non-disabled peers.
Which of the following best describes functional behavior assessment?Which of the following best describes functional behavior assessment? Systematically gathering information to understand why a student is engaging in challenging behavior.
What is the difference between whole time interval sampling and partial time interval sampling quizlet?general rule, partial-interval recording is used when the goal is to produce a behavior REDUCTION and whole-interval recording is used when the goal is to produce a behavior INCREASE. involves observing and recording behavior at a single point in time - at the end of an interval.
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