Self-monitoring of on-task behavior in general education classrooms by a student with intellectual disabilities

This paper reviewed literature on self-monitoring behavior systems with a variety of modalities. The goal of the research was to determine if self-monitoring systems benefit students with moderate disabilities by increasing on-task behaviors within three different classroom settings in a public elementary school. The study expands the current research to include students with Down Syndrome and students who use picture-based selfmonitoring behavior systems. The results of this study found that the self-monitoring behavior checklist allowed the student to increase his on-task behaviors. Furthermore, social validity results found that the checklist was perceived by the student as being helpful and enjoyable.