Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges.

Examined the effectiveness of a self-monitoring package (SMP) on the task engagement and disruptive behaviors of 2 elementary school children (10-yr-old female and 11-yr-old male). Ss received full-time special education services for students with severe emotional disturbance. This SMP was comprised of periodic cuing, self-recording of individually-determined target behaviors, feedback, and reinforcement for accurate self-monitoring. Results indicated that SMP was highly effective in increasing task engagement while decreasing disruptive behavior. Data add to the growing testimony regarding the utility of self-monitoring and SMPs as effective and proactive components of behavioral support for students with emotional and behavioral challenges