Self-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Much of the intervention's effects are based on four key components: selecting a target behavior, defining the target behavior, self-assessment, and self-recording. → Davis 2016

Evidence¶

Davis 2016¶

Davis, J.L., Mason, B.A., Davis, H.S., Mason, R.A., & Crutchfield, S.A. (2016). Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. Review Journal of Autism and Developmental Disorders, 3, 196–208. https://doi.org/10.1007/s40489-016-0076-y

q2 · i? · quant-synthesis · r?

The meta-analysis's implementation analysis found that "much of this interventions effects are based four key components" of target-behavior selection and definition plus self-assessment and self-recording.

"the current analysis found that much of this interventions effects are based four key components (e.g., selecting a target behavior, defining the target behavior, self-assessment, and self-recording)."

Discussion¶

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it
• Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used — related
• Self Monitoring Improves On Task Behavior — related
• Self Assessment Improves Self Regulated Learning — related
• Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83) — related