Using self‐monitoring to increase the on‐task behaviour of three students with disabilities during independent work

Abstract

The aim of this study was to determine the effectiveness of using a tactile cued self‐monitoring device (Watchminder) and a self‐recording booklet to improve the on‐task behaviour of three primary aged students with disabilities during independent work. A multiple baseline across students with reversal design was used. Two of three participants made clinically significant improvements in on‐task behaviour, replicating prior research which found that reactivity from self‐monitoring is idiosyncratic to student characteristics. No consistent relationship between self‐monitoring accuracy and reactivity was apparent.