Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study

The purpose of this study was to investigate the social validity of behavior change produced by self-monitoring and contingent reinforcement upon the on-task behavior and academic productivity of six learning-disabled students using a single-case, multiple-treatment design. Subjects self-monitored their on-task behavior while concurrent measures of academic productivity were collected. This study employed two phases of self-monitoring and contingent reinforcement. Self-monitoring was broken down into its component parts: self-observation and self-recording. Contingent reinforcement consisted of verbally reinforcing improvements and meeting goals set for both on-task behavior and academic productivity. On-task behavior and academic productivity improved under both interventions. Improvements were commensurate to levels of on-task behavior and academic productivity exhibited by the subjects' nonhandicapped peers. Implications for research and practice are discussed.