The Effect of Self-Monitoring on Calling Out Behaviors in Third Grade Students, Including Those with Attention Deficit Hyperactive Disorder
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Masters of Education
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Abstract
The purpose of this study was to investigate the effectiveness of a self-monitoring strategy in
reducing calling out behavior in a classroom of third grade students (n = 8) with a high
proportion of students with ADHD. The subjects were from a convenience sample and served
as their own controls. The self-monitor form and the observer evaluation form used in this study
were created by the investigator. The frequency of calling out behaviors per student was
recorded on these forms. The self-monitor form was a post-it note on students’ desks. The mean
number of call-outs per child was significantly less during the four week intervention period
(Mean = 8.38, SD = 9.74) than during the (weighted) two week baseline period (Mean = 20.75,
SD = 22.75) [t(7) = 2.49, p < .05 ]. Therefore, the results support the efficacy of self-monitoring
checklists to reduce disruptive behaviors among students with ADHD and similar behavioral
characteristics. Other implications and ideas for future research are discussed.