Targeting performance dimensions in sequence according to the instructional hierarchy: Effects on children's math work within a self-monitoring program

Amanda L. Lannie, Brian K. Martens

Research output: Contribution to journalArticle

10 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)356-375
Number of pages20
JournalJournal of Behavioral Education
Volume17
Issue number4
DOIs
StatePublished - Dec 1 2008

Keywords

  • Accuracy
  • Instructional hierarchy
  • Math
  • On-task
  • Productivity
  • Self-monitoring

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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