1.
Behav Modif
; 26(5): 605-26, 2002 Oct.
Artigo
em Inglês
| MEDLINE
| ID: mdl-12375377
RESUMO
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.