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Self-Monitoring of On-Task Behavior by Adolescents with Learning Disabilities Author(s): Mary Anne Prater

Participants were 5 students between ages of 12yr 11 m and  17yr 2 m. Four of them were white males with a primary diagnosis of LD and the 5th was a black female with a primary diagnosis of BD with LD as a secondary diagnosis

Intervention consisted of self monitoring of on task behavior through momentary time sampling prompted by tones every 15 seconds to 1 minute for a total of 15-30 minutes per session. 

It was a single subject design. Data was collected in the baseline phase, self monitoring, self monitoring with reinforcement (daily/weekly), fading and no tones.

Results show that self-monitoring procedures can successfully increase the on-task performance of adolescents with learning disabilities. 


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