Effects of Training to Increase Self-Monitoring Accuracy
We examined the effects of teaching children to monitor and record their attending behavior accurately. On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording...
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| Veröffentlicht in: | Journal of behavioral education 1993-12, Vol.3 (4), p.445-459 |
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| container_title | Journal of behavioral education |
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| creator | Marshall, Kathleen J. Lloyd, John W. Hallahan, Daniel P. |
| description | We examined the effects of teaching children to monitor and record their attending behavior accurately. On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. Although the procedures used in this study produced high levels of reactivity, they do not support the position that accuracy in self-monitoring is required for reactivity. |
| doi_str_mv | 10.1007/BF00961546 |
| format | Article |
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On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. 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On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. Although the procedures used in this study produced high levels of reactivity, they do not support the position that accuracy in self-monitoring is required for reactivity.</description><subject>Behavior modification</subject><subject>Behavior therapy</subject><subject>Children</subject><subject>Education</subject><subject>Educational psychology</subject><subject>Learning disabilities</subject><subject>Observational research</subject><subject>Pupils</subject><subject>Reactivity</subject><subject>Retraining</subject><subject>Self-evaluation</subject><subject>SELF-MANAGEMENT SERIES</subject><subject>Teacher aides</subject><subject>Teachers</subject><subject>Training</subject><issn>1053-0819</issn><issn>1573-3513</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1993</creationdate><recordtype>article</recordtype><recordid>eNpF0E1Lw0AQBuBFFKzVi3chN0GIzmST7O6xllYLFQ_Wc5jsh6Sk2bqbHPrvTanoaQbm4YV5GbtFeEQA8fS8BFAlFnl5xiZYCJ7yAvn5uEPBU5CoLtlVjFsYmczyCZML56zuY-JdsgnUdE33lfQ-WXU6WIo2-bCtS9981_Q-HG8zrYdA-nDNLhy10d78zin7XC4289d0_f6yms_WqUYl-7TORA21M1xYIqM5ccV5mSOhyktSLpPGkMqE40IJYVBoqIGcsLIwZEDxKbs_5e6D_x5s7KtdE7VtW-qsH2IluQLMchCjfDhJHXyMwbpqH5odhUOFUB3bqf7bGfHdCW_j-NifzHGsSBSK_wBi61-r</recordid><startdate>19931201</startdate><enddate>19931201</enddate><creator>Marshall, Kathleen J.</creator><creator>Lloyd, John W.</creator><creator>Hallahan, Daniel P.</creator><general>Human Sciences Press, Inc</general><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>19931201</creationdate><title>Effects of Training to Increase Self-Monitoring Accuracy</title><author>Marshall, Kathleen J. ; Lloyd, John W. ; Hallahan, Daniel P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c198t-b27b0bfd37eaadc3a3933641a1946a9f28dda927f37977d17c0b0af7e85dad093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1993</creationdate><topic>Behavior modification</topic><topic>Behavior therapy</topic><topic>Children</topic><topic>Education</topic><topic>Educational psychology</topic><topic>Learning disabilities</topic><topic>Observational research</topic><topic>Pupils</topic><topic>Reactivity</topic><topic>Retraining</topic><topic>Self-evaluation</topic><topic>SELF-MANAGEMENT SERIES</topic><topic>Teacher aides</topic><topic>Teachers</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Marshall, Kathleen J.</creatorcontrib><creatorcontrib>Lloyd, John W.</creatorcontrib><creatorcontrib>Hallahan, Daniel P.</creatorcontrib><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>Journal of behavioral education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Marshall, Kathleen J.</au><au>Lloyd, John W.</au><au>Hallahan, Daniel P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of Training to Increase Self-Monitoring Accuracy</atitle><jtitle>Journal of behavioral education</jtitle><date>1993-12-01</date><risdate>1993</risdate><volume>3</volume><issue>4</issue><spage>445</spage><epage>459</epage><pages>445-459</pages><issn>1053-0819</issn><eissn>1573-3513</eissn><abstract>We examined the effects of teaching children to monitor and record their attending behavior accurately. 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| ispartof | Journal of behavioral education, 1993-12, Vol.3 (4), p.445-459 |
| issn | 1053-0819 1573-3513 |
| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; SpringerLink Journals - AutoHoldings |
| subjects | Behavior modification Behavior therapy Children Education Educational psychology Learning disabilities Observational research Pupils Reactivity Retraining Self-evaluation SELF-MANAGEMENT SERIES Teacher aides Teachers Training |
| title | Effects of Training to Increase Self-Monitoring Accuracy |
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