The Effects of Self-Monitoring on the Mathematics Performance of Students at Risk for Emotional and Behavioral Disorders

Document Type


Degree Name

Specialist in School Psychology (SSP)


Psychology and Special Education

Date of Award

Fall 2017


In this study, the effects of self-monitoring on the mathematics performance of kindergarten and first grade students at risk for emotional and behavioral disorders were investigated. A single subject multiple baseline design was used in this study. Results indicate that the self-monitoring intervention improved the on-task behavior of kindergarten and first grade students at-risk for emotional and behavioral disorders. In addition to improving on-task performance, students experienced improved academic performance. Fluency scores decreased but accuracy increased, suggesting that students slowed down and focused on accuracy during the intervention. The improved on-task and academic performance suggest that self-monitoring strategies can be taught to students as early as kindergarten and may be a strong behavioral intervention for students at risk for emotional and/or behavioral disorders.


Brittany L. Hott

Subject Categories

Education | Educational Psychology