Self-Monitoring to Improve On-Task Behavior and Accuracy of Writing by Elementary School Children With Autism Spectrum Disorder

Abstract

Study objective: To examine the effects of self-monitoring of attention (SMA) and self-monitoring of performance (SMP) on the skill of tracing Chinese characters (kanji). Design: Reversal single-case design (ABABC). Setting: A room at the university or the participants’ homes. Participants: 3 elementary school children with autism spectrum disorder (ASD). Intervention: In the self-monitoring of attention condition, participants self-monitored their on-task behavior every 30 seconds and self-recorded the result on a self-monitoring sheet. In the self-monitoring of performance condition, participants self-monitored their accuracy of writing after completing the task. Measures: On-task behavior and accuracy of writing. Results: In the self-monitoring of attention condition, all participants’ on-task behavior improved, but the accuracy of writing by one of the three participants decreased. The accuracy of writing by another participant did not change. However, the accuracy of their writing increased in the self-monitoring of performance condition. Conclusion: A high ratio of correct responses and skill in self-monitoring writing may be needed in order to influence academic performance.