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  • Title: A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities.
    Author: Dunlap LK, Dunlap G.
    Journal: J Appl Behav Anal; 1989; 22(3):309-14. PubMed ID: 2793637.
    Abstract:
    In this investigation, we evaluated the effectiveness of a self-monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two-phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self-monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self-monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self-monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional strategies.
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