Education and Training in Developmental Disabilities - Division on ...

would result <strong>in</strong> complete <strong>in</strong>dependence with
the token system or if there is another strategy
that would be more effective <strong>and</strong> efficient.
Results contribute to research on self-monitor<strong>in</strong>g
<strong>in</strong> several ways. First, it adds to <strong>and</strong> is <strong>in</strong>
agreement with previous, though limited, research
on use of self-monitor<strong>in</strong>g <strong>and</strong> self-management
to improve social <strong>and</strong> academic performance
<strong>in</strong> students with severe disabilities,
<strong>in</strong>clud<strong>in</strong>g moderate to severe mental retardation
<strong>and</strong> autism. Current results are consistent
with previous research that self-monitor<strong>in</strong>g
may <strong>in</strong>crease on-task behavior (O’Reilly et al.,
2002; Pierce & Schreibman, 1994; Tabor et al.,
1999) <strong>in</strong> <strong>in</strong>dividuals with autism. Current f<strong>in</strong>d<strong>in</strong>gs
also extend previous research on implementation
of self-monitor<strong>in</strong>g <strong>and</strong> self-management
with <strong>in</strong>dividuals with moderate to severe
mental retardation by consider<strong>in</strong>g its impact
on social <strong>in</strong>teractions. Specifically, this study
demonstrated that Troy’s spontaneous verbal
requests for help were <strong>in</strong>creased dur<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g
sessions <strong>and</strong> it was noted anecdotally by
the classroom staff that Troy <strong>in</strong>creased other
types of spontaneous verbal <strong>in</strong>teractions outside
of tra<strong>in</strong><strong>in</strong>g, <strong>in</strong>clud<strong>in</strong>g bids for attention
(e.g., “Teacher, come here!”) upon completion
of work.
There are a few limitations that necessitate
discussion. One limitation was absence of
ma<strong>in</strong>tenance data. The study was completed
approximately one week prior to the end of
the school year, thus, no time rema<strong>in</strong>ed to
determ<strong>in</strong>e if the <strong>in</strong>tervention would be ma<strong>in</strong>ta<strong>in</strong>ed.
Additionally, generalization data regard<strong>in</strong>g
use of self-monitor<strong>in</strong>g on additional
behaviors for each participant might have
been valuable, given more time. Generalization
was also not assessed under additional
conditions, such as <strong>in</strong> additional sett<strong>in</strong>gs or
with practitioners other than the classroom
teacher <strong>and</strong> first author. Despite these limitations,
several strengths must be noted. First,
this research took place <strong>in</strong> a real classroom
sett<strong>in</strong>g, as opposed to a cl<strong>in</strong>ic. Participant
ga<strong>in</strong>s were observed quickly <strong>and</strong> were of cl<strong>in</strong>ical
significance. F<strong>in</strong>ally, as a result of selfmonitor<strong>in</strong>g
tra<strong>in</strong><strong>in</strong>g, students required less <strong>in</strong>tervention
(e.g., fewer prompts, fewer
redirects) from classroom staff.
There are also several implications for future
research. Replication of this research
with additional young adults with severe dis-
abilities is necessary. Such replications would
lend more support for use of self-monitor<strong>in</strong>g
with the targeted population. Further research
may also consider the necessity of additional
modifications <strong>in</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong>dividuals
with severe disabilities to use self-monitor<strong>in</strong>g
strategies.
Outcomes of the self-monitor<strong>in</strong>g <strong>in</strong>terventions
with these participants have positive implications
for practitioners work<strong>in</strong>g with
young adults with autism <strong>and</strong> mental retardation.
First, self-monitor<strong>in</strong>g is a teacher-friendly
<strong>in</strong>tervention. This technique requires little
tra<strong>in</strong><strong>in</strong>g for the practitioner. Most teachers
are already familiar with token systems, thus,
will need only to transfer control of the system
to the student. Self-monitor<strong>in</strong>g requires little
to no time to implement once the student has
been tra<strong>in</strong>ed to use a token system. Additionally,
it requires few materials outside of those
already available <strong>in</strong> the classroom (e.g., access
to favorite activities, such as computer; snap
blocks or tokens). F<strong>in</strong>ally, self-monitor<strong>in</strong>g has
the potential to lead to more <strong>in</strong>dependent
function<strong>in</strong>g (Koegel et al., 1999). This is especially
important for young adult <strong>in</strong>dividuals
with disabilities who will soon leave school <strong>and</strong>
transition to the adult world. As suggested by
Pierce <strong>and</strong> Schreibman (1994), self-management
may easily be generalized to novel skills
<strong>and</strong> situations, requir<strong>in</strong>g little effort from
practitioners <strong>and</strong> result<strong>in</strong>g <strong>in</strong> decreased reliance
on caregivers <strong>and</strong> teachers.
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