There have been many studies conducted on self-monitoring techniques implemented in classrooms to increase on-task behaviors. Among them is the 1987 study, conducted by Deborah W. Blick and David W. Test, entitled Effects of Self-Recording on High-School Students’ On-Task Behavior hoped to find a way to increase students’ on task behavior through self-monitoring and recording techniques (Blick and Test, 203). These techniques proved to be successful in both training and non-training settings (203).
The abundance of evidence suggesting the effectiveness of self-monitoring leads me to believe that I can expect similar outcomes from my treatment. However, there have been no studies conducted thus far, to my knowledge, testing the efficacy of self-management through journal writing techniques. Any data produced by this study will add to the existing knowledge of behavior management techniques.
The 1987 study, conducted by Deborah W. Blick and David W. Test, entitled Effects of Self-Recording on High-School Students’ On-Task Behavior, sought to determine the effects of self-monitoring and recording on a group of twelve students’ on task performance (Blick and Test, 203). All of the twelve students, nine of which were learning disabled, two were educable mentally handicapped and one was emotionally handicapped, were taught to self-monitor and record (203). At first the students’ monitoring and recording occurred simultaneously with certain audible cues, later, however, the cues were slowly discontinued but the self-recordings stayed. Data showed that students’ in school performance improved in all classroom settings (203). Much like the reason for my study, Deborah W. Blick and David W. Test (1987) hoped to find a way to increase students’ on task behavior. Research has indicated that “if teachers can help students increase their on-task behavior, learning increases” (203).
Students with behavioral disorders often act out in inclusive classroom settings in reaction to certain stimuli. When they are unable to deal with their emotions, the students can lose focus for the rest of the lesson. These outbursts often disrupt the other students in the classroom and can affect the overall learning for all students in the classroom. When this happens an intervention is necessary, however, many interventions can be disruptive and may derail the lesson even more. It would be better for all students if the interventions to such behavior problems were not obvious or disruptive.
I believe that when implemented, journal writing will, over time, become second nature to students with behavioral disorders. Similar to the study conducted by Deborah W. Blick and David W. Test (1987) it is my hope that eventually the students will not be dependent on a cue to instruct them to write in their journals, rather they will voluntarily do it when they feel it is necessary.
Many schools have found successful ways of preventing behavioral problems within the school before they occur or become an issue. School wide behavior management systems or school wide systems of support have had immense success in the prevention of problem behaviors. Positive behavioral supports (PBS), as defined by Vaughn, Bos and Schumn (2007), are “the modifications of behavior management principles applied in various community settings with supports to reduce problem behaviors and develop appropriate behaviors that lead to enhanced social relations and lifestyle (Vaughn, Bos and Schumn, 507). Many negative behaviors can be curbed through transforming the environment (249).
Selecting broad, memorable, and school-wide expectations allows students to not have to wonder what is acceptable and what is unacceptable in each classroom environment. Because the rules are the same school-wide, each student knows what is expected of them and only requires them to remember one set of rules. Only a few expectations are needed because these expectations are broad and envelop many things. Expectations are better than rules because rather than saying you can’t do this and you can’t do that you are giving each student an idea of what they should do and that way when they meet expectations they will be praised for it. The teaching plans are implemented through guided practices, ongoing supervision and positive feedback. PBS schools have saved hundreds of hours in referrals, as well as saving valuable class time because students are not being sent out of class (Olsen and Baumann).
Blick, D., & Test, D. (1987). effects of self-recording on high-school students' on-task
behavior. Learning Disability Quarterly, 10(3), 203.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in
education (8th ed.). New York: McGraw-Hill.
Patton, B., Jolivette, K., & Ramsey, M. (2006). Students with emotional and behavioral
disorders can manage their own behavior. Teaching exceptional children, 39(2),14-21.
Creating the Culture of Positive Behavior Supports. Dir. Gray Olsen and Paula Baumann.
Creating the Culture. PBS. Web. 24 September. 2011.
Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching students who are exceptional,
diverse, and at risk in the general education classroom (4th ed.). Boston: Pearson
Allyn & Bacon.
