Using self-monitoring with an adolescent with disruptive classroom behavior: Preliminary analysis of the role of adult feedback

Kurt A. Freeman, Elizabeth T. Dexter-Mazza

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

Current research supports the effectiveness of self-monitoring strategies for addressing academic and behavioral challenges within educational settings. Although variations in procedures exist, frequently implementation of self-monitoring involves some form of adult feedback as a method of establishing accurate self-monitoring. To date, however, researchers have not systematically evaluated whether adult feedback is a necessary component for self-monitoring to be effective. In the current investigation, the influence of adult feedback on the effectiveness of self-monitoring was analyzed. The participant was a 13-year-old student receiving educational services in a special education school at a residential facility for youth with conduct problems. The effectiveness of self-monitoring with and without adult feedback was compared. Results suggest that adult feedback may be an important component for establishing self-monitoring as an effective intervention for behavior problems exhibited in academic settings.

Original languageEnglish (US)
Pages (from-to)402-419
Number of pages18
JournalBehavior Modification
Volume28
Issue number3
DOIs
StatePublished - May 1 2004

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Keywords

  • Adolescents
  • Classroom behavior
  • Conduct problems
  • Self-monitoring
  • Treatment

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)

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