The effects of self-monitoring on the mathematics performance of students at risk for emotional and behavioral disorders

In this study, the effects of self-monitoring on the mathematics performance of kindergarten and first grade students at risk for emotional and behavioral disorders were investigated. A single subject multiple baseline design was used in this study. Results indicate that the self-monitoring intervention improved the on-task behavior of kindergarten and first grade students at-risk for emotional and behavioral disorders. In addition to improving on-task performance, students experienced improved academic performance. Fluency scores decreased but accuracy increased, suggesting that students slowed down and focused on accuracy during the intervention. The improved on-task and academic performance suggest that self-monitoring strategies can be taught to students as early as kindergarten and may be a strong behavioral intervention for students at risk for emotional and/or behavioral disorders.