A SELF‐MONITORING PACKAGE FOR TEACHING SUBTRACTION WITH REGROUPING TO STUDENTS WITH LEARNING DISABILITIES
- 1 September 1989
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 22 (3), 309-314
- https://doi.org/10.1901/jaba.1989.22-309
Abstract
In this investigation, we evaluated the effectiveness of a self-monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two-phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self-monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self-monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self-monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional strategies.Keywords
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