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Behavior Modification
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*Child Behavior Disorders
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Self-Monitoring and at-Risk Middle School Students

Academic Performance Improves, Maintains, and Generalizes

Susan J. Wood

Rhode Island Department of Education

Jane Y. Murdock

Mary E. Cronin

University of New Orleans

Using a multiple baseline design across six academic settings, we found that teaching 4 at-risk middle school students to self-monitor markedly improved their academic performance as measured by their grades and related academic behaviors. Furthermore, these improvements generalized to settings where self-monitoring was never introduced, and they maintained the following school year. In this charter middle school setting, self-monitoring proved to be an extremely effective intervention. These findings suggest that it would be equally effective in a variety of settings.

Behavior Modification, Vol. 26, No. 5, 605-626 (2002)
DOI: 10.1177/014544502236653
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[Abstract] [PDF]