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Self-Recording of Attention by Learning Disabled Students in the Regular Classroom

Karen Rooney is a doctoral student in special education at the University of Virginia. She received her MS in education from Nazareth College.

Daniel P. Hallahan, Ph.D.

Daniel P. Hallahan is chairman of the department of special education at the University of Virginia. He received his PhD in education and psychology at the University of Michigan. Address: Dr. Hallahan, University of Virginia, Room 152, Ruffner Hall, 405 Emmet Street, Charlottesville, VA 22903.

John Wills Lloyd, Ph.D.

John Wills Lloyd is assistant professor at the University of Virginia. He received his PhD in special education from the University of Oregon.

Increased attention to task through self-monitoring procedures has been well-established in recent literature on learning disabled students in self-contained special education classrooms. This study investigated the adaptability of the self-monitoring procedures to regular classroom settings. In the first part of the study, an ABAB design was used. Treatment consisted of having each member of an entire class of second graders monitor his or her own attending behavior. Data from four target students indicated that the procedure was effective in increasing attending behavior. In the second part of the study, using a CBC design, a reinforcement contingency was added to the self-monitoring intervention to ensure that children were actually using the self-monitoring system. Even higher levels of on-task behavior resulted when reinforcement for adherence to the system was in effect. The results show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them.

Journal of Learning Disabilities, Vol. 17, No. 6, 360-364 (1984)
DOI: 10.1177/002221948401700610


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