Abstract
The current study investigated the efficacy of a self-monitoring intervention implemented to four second-grade students in a general education classroom. The participants showed inconsistent math computational skills and accuracy scores below 75% on math screening measures. Using a B-A-B withdrawal design, the self-monitoring intervention components included a visual graph and verbal performance feedback. Students graphed the number of problems they answered correctly (accuracy) and performance feedback was given to them on their completion of math problems (productivity). Progress was monitored using curriculum based measurement in mathematics (M-CBM), by recording digits correct per minute (DCPM) for each math probe. The results indicated that the self-monitoring intervention demonstrated modest improvement across participants. Future research and practical implications are discussed on the use of self-monitoring interventions and performance feedback for young children in a classroom context.
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