Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance

By K. Harris, Barbara Danoff Friedlander, Bruce Saddler, Remedios Frizzelle, Steve Graham. 2005

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Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism (2010, methodology): “Two types of self-monitoring procedures commonly used are self-monitoring of attention and self-monitoring of performance (Harris et al., 2005; Reid, 1996; Reid & Harris, 1993).”
Using an iPod Touch to Teach Social and Self-Management Skills to an Elementary Student with Emotional/Behavioral Disorders (2011, background): “Self-monitoring has been used successfully with a variety of students, including those with attention-deficit hyperactivity disorder (DuPaul, Eckert, & McGoey, 1997; Harris et al., 2005; Reid, et al., 2005), oppositional defiance disorder (DuPaul & Hoff, 1998), learning disabilities (Dalton, Martell”
Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice (2009, methodology): “In order to maintain consistency across participants, a scripted list of questions, similar to those used in previous research (see Harris et al. 1994, 2005 ), was used during each of the”