Abstract
he present study evaluated the utility for on-task behavior and academic productivity of a self-management procedure combined with classroom-based functional assessment in a general education classroom. A multiple-baseline-across-behaviors design was used. The participant was an elementary school student with Asperger's syndrome. In Study 1, assessment information was collected through interviews and direct observation. The behavioral support plan that was developed based on the presumed function of his disruptive behavior included (a) permitting functionally equivalent alternative behavior, (b) preparing independent work that was at an appropriate academic level, and (c) reinforcing appropriate behavior through a self-management procedure. When a self-management package consisting of self-monitoring attention and a token economy system was implemented, off-seat behavior considerably decreased. In Study 2, in order to improve the boy's academic performance on independent work, self-monitoring of performance was introduced. The student was instructed to selfmonitor the number of correct answers in his independent work, and was reinforced according to his performance. The results showed that self-monitoring academic performance had a positive effect on the student's on-task behavior and academic accuracy, compared with self-monitoring attention. The procedure was highly acceptable to the student and his classroom teacher. Effective self-management procedures for the general education classroom were discussed.
