Self-monitoring is a strategy that has been used for decades to improve academic fluency in reading, math, and spelling, as well as promote problem-solving skills and increase attention to task while reducing off-task behaviours. (1) self-monitoring attention, (2) self-monitoring correctness on an academic task, and (3) self-monitoring the quantity of an academic task produced are the three sorts of self-monitoring. There have been a few reviews of self-monitoring on the characteristics stated above, but only one looked at research quality, and no meta-analysis of self-monitoring behaviour (as opposed to academic activities) has been done. The goal of this study was to perform a meta-analysis of 20 studies that focused on self-monitoring behaviour and use the Council for Exceptional Children's eight quality indicators and 22 questions to assess the research' quality. Three formulas were used to calculate effect sizes: standard mean difference, improvement rate difference, and Tau-U. Self-monitoring behaviour is an evidence-based approach, as evidenced by the effect sizes obtained for all three formulations. Practice implications are discussed.
Author(S) Details
John W. Maag
Department of Special Education and Communication Disorders, 202 Barkley Memorial Center, University of Nebraska-Lincoln, Lincoln, NE 68583, U.S.A.
View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5290
