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Abstract
The impact of a behavioral self-control (BSC) procedure with audio-cued self-monitoring (that consisted of self-assessment and self-recording) on academic time on task and spelling acquisition of three elementary-aged students with severe behavior disorders, was investigated during daily spelling study sessions. Time on task was recorded by observers, and spelling aquisition was defined as the percentage of words spelled correctly on daily oral quizzes and periodic written tests. A multiple-baseline-across-subjects design demonstrated that (a) the 2 students who used audio-cued self-monitoring more than doubled their time on task, whereas the 3rd student remained dependent on the teacher's verbal cues to increase his time on task; (b) oral spelling accuracy increased substantially for 1 student, minimally for another, and only when cuing modifications were implemented for the 3rd student; and (c) all 3 students increased the percentage of correctly spelled words on written tests (response generalization probes).
