Effects of Self-Monitoring on Preschoolers' On-Task Behavior

Abstract

On-task behavior has been determined to be a prerequisite to most learning. Children entering kindergarten are more likely to have difficulty learning important preacademic and social readiness skills when their on-task behavior is underdeveloped. Self-management techniques used with school-age children have proven to be successful in teaching them how to control their own behavior. The purpose of this pilot study was to determine if preschoolers could learn to use a self-management strategy (consisting of self-talk, self-appraisal, and self-recording) to increase on-task behavior during independent prereadiness tasks. A multiple baseline design across subjects was used. The setting for the experiment was an integrated Easter Seals preschool program in which 50% of the children are handicapped or at risk. Results revealed that preschoolers could respond to self-monitoring training and that on-task behavior increased when they used the strategy. Additionally, the researcher attempted to measure social validity by interviewing the teacher and subjects. Considerations for future research with preschoolers using this learning strategy are presented.