NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ818782
Record Type: Journal
Publication Date: 2008-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1053-0819
Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children's Math Work within a Self-Monitoring Program
Lannie, Amanda L.; Martens, Brian K.
Journal of Behavioral Education, v17 n4 p356-375 Dec 2008
Four fifth-grade students were presented with frustration-level math probes while three performance dimensions were measured (i.e., percent intervals on-task, percent correct digits, and digits correct per minute (DCM)). Using a multiple baseline design across participants, students were trained to self-monitor time on-task, accuracy, and productivity in sequence and were given their choice of preferred rewards for increases in each performance dimension. The effects of self-monitoring productivity plus rewards prior to and after reaching on-task and accuracy criteria were also evaluated on a probe basis using an embedded multielement design. Results showed that three of the four students increased DCM when self-monitoring productivity plus rewards, but only after meeting on-task and accuracy criteria. Effects of self monitoring accuracy were mixed, and all students showed high levels of on-task behavior throughout the study. The implications of these results for increasing the effectiveness of self-monitoring through a sequenced approach to academic skill training are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A