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.
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