Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury

The effects of self-monitoring on-task behavior, accuracy, and productivity were assessed with three adolescent boys with brain injury. A combined multiple baseline across subjects and alternating design schedule was used. Participants were taught to self-record the three dependent variables while they were completing independent math assignments. A tape-recorded audio tone was used as a cue to self-record. Research assistants recorded occurrence of on-task behavior using 10 s interval recording. They also reported the percentage of problems completed accurately and the total duration of task engagement. The study expands on both the self-monitoring and brain injury rehabilitation literature by examining self-monitoring methods as an effective rehabilitative strategy for individuals with brain injuries. Findings are discussed in the context of prior self-monitoring studies and are interpreted from both a behavioral and cognitive perspective. This is done in an effort to bridge the gap between the theoretical orientations. By bridging this gap, the authors hope to facilitate the development of an integrative approach to brain injury rehabilitation with behavior analysts playing a primary role.