Effects of a Self-Monitoring Intervention on Children With Traumatic Brain Injury

Abstract

The purpose of this study was to examine the effects of a self-monitoring intervention on teachers’ direct behavior ratings of 3 students with traumatic brain injury. The authors used a multiple-baseline-across-participants design to evaluate the effect of the strategy on each child's classwork and classroom behavior. The self-monitoring strategy included 3 components: self-ratings, matching self-ratings and teacher ratings, and teacher feedback. Results indicated that the strategy improved performance for all three children, as well as self-monitoring accuracy. The authors discuss the implications for future research, including the need for a component analysis of self-monitoring treatments.

KEYWORDS:

• self-monitoring
• traumatic brain injury
• behavior rating

This work was supported in part by a Graduate Student Research Grant from Indiana University of Pennsylvania, School of Graduate Studies and Research and a Small Research Grant from Miami University, School of Education and Allied Professions.