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Article
Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children's Math Work Within a Self-Monitoring Program
Journal of Behavioral Education
  • Amanda L. Lannie, Philadelphia College of Osteopathic Medicine
  • Brian K. Martens
Document Type
Article
Publication Date
12-1-2008
Abstract
Four fifth-grade students were presented with frustration-level math probes while three performance dimensions were measured (i.e., percent intervals on-task, percent correct digits, and digits correct per minute (DCM)). Using a multiple baseline design across participants, students were trained to self-monitor time on-task, accuracy, and productivity in sequence and were given their choice of preferred rewards for increases in each performance dimension. The effects of self-monitoring productivity plus rewards prior to and after reaching on-task and accuracy criteria were also evaluated on a probe basis using an embedded multielement design. Results showed that three of the four students increased DCM when self-monitoring productivity plus rewards, but only after meeting on-task and accuracy criteria. Effects of self monitoring accuracy were mixed, and all students showed high levels of on-task behavior throughout the study. The implications of these results for increasing the effectiveness of self-monitoring through a sequenced approach to academic skill training are discussed.
Comments

This article was published in Journal of Behavioral Education, Volume 17, Issue 4, Pages 356-375.

The published version is available at http://dx.doi.org/10.1007/s10864-008-9073-2.

Copyright © 2008.

Citation Information
Amanda L. Lannie and Brian K. Martens. "Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children's Math Work Within a Self-Monitoring Program" Journal of Behavioral Education Vol. 17 Iss. 4 (2008) p. 356 - 375
Available at: http://works.bepress.com/amanda-lannie/11/