Abstract
Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.
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Dalton, T., Martella, R.C. & Marchand-Martella, N.E. The Effects of a Self-Management Program in Reducing Off-Task Behavior. Journal of Behavioral Education 9, 157–176 (1999). https://doi.org/10.1023/A:1022183430622
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DOI: https://doi.org/10.1023/A:1022183430622