Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

AbstractAlthough there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook& Sayeski, 2020; Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students ’ on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) and Neely et al. (2018). The findings indicate that programm ing for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.
Source: Review Journal of Autism and Developmental Disorders - Category: Child Development Source Type: research