NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ854255
Record Type: Journal
Publication Date: 2004
Pages: 35
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1030-0112
The Who, What, Where, When, and Why of Self-Monitoring of Student Behaviour
Anderson, Anastasia; Wheldall, Kevin
Australasian Journal of Special Education, v28 n2 p30-64 2004
This article analysed 44 studies between 1991 and 2003 which report on the effectiveness of self-monitoring in improving academic, behavioral and social skills of students with a range of disabilities. Using prior reviews by Reid (1996), and Webber, Scheduermann, McCall and Coleman (1993) as a model, study variables were tabulated and analysed. Strengths, weaknesses, and factors which increased the effectiveness of self-monitoring were discussed. Analysis of study variables found self-monitoring of attention, productivity or accuracy effectively increased a range of dependent variables, with productivity producing the greatest reactivity under certain circumstances. However, reactivity was idiosyncratic to participant, setting, and task variables, and teachers should consider student preferences and class pragmatics when choosing monitoring conditions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A