Self-Monitoring and at-Risk Middle School Students

Author:

Wood Susan J.1,Murdock Jane Y.,Cronin Mary E.2

Affiliation:

1. Rhode Island Department of Education

2. University of New Orleans

Abstract

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.

Publisher

SAGE Publications

Subject

Arts and Humanities (miscellaneous),Clinical Psychology,Developmental and Educational Psychology

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