ERIC Number: EJ818782
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 0
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.
Descriptors: Intervals, Interrater Reliability, Rewards, Grade 5, Learning Disabilities, Mathematics Instruction, Cues, Metacognition, Self Management, Time on Task, Productivity, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Authoring Institution: N/A