Application of Self-Monitoring to a Regular Classroom Student with Difficulty Writing in a Communication Notebook in Time

Abstract

This study evaluated the effects of self-monitoring to encourage a student in a regular classroom to write in a communication notebook in time. Assessment regarding the target behavior was conducted through interview with a teacher and direct observation. The target behavior was defined as to write in a communication notebook before the cleaning time starts at 13:30. In Intervention 1, the student selfrecorded success or failure in the target behavior. In Intervention 2, in addition to the procedure of Intervention 1, the teacher gave an additional reinforcer to the student depending on the result of the self-recording. The effects were measured based on behavior observation of the target behavior, social validity, and acceptability. The result showed that the student improved the target behavior, maintaining the effect after two months. Moreover, the results indicated that social validity and acceptability were high. In discussion, the results and future issues were addressed.