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Behavior Modification
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Using Self-Monitoring With an Adolescent with Disruptive Classroom Behavior

Preliminary Analysis of the Role of Adult Feedback

Kurt A. Freeman

Oregon Health & Science University

Elizabeth T. Dexter-Mazza

Pacific University

Current research supports the effectiveness of self-monitoring strategies for addressing academic and behavioral challenges within educational settings. Although variations in procedures exist, frequently implementation of self-monitoring involves some form of adult feedback as a method of establishing accurate self-monitoring. To date, however, researchers have not systematically evaluated whether adult feedback is a necessary component for self-monitoring to be effective. In the current investigation, the influence of adult feedback on the effectiveness of selfmonitoring was analyzed. The participant was a 13-year-old student receiving educational services in a special education school at a residential facility for youth with conduct problems. The effectiveness of self-monitoring with and without adult feedback was compared. Results suggest that adult feedback may be an important component for establishing self-monitoring as an effective intervention for behavior problems exhibited in academic settings.

Key Words: adolescents • classroom behavior • conduct problems • self-monitoring • treatment

Behavior Modification, Vol. 28, No. 3, 402-419 (2004)
DOI: 10.1177/0145445503258982
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