Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2016 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Across 16 single-subject studies with 28 unique participants, self-monitoring interventions for students with ASD show strong overall effects (Tau-U = .83, CI [.78, .78]). → 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

q3 · i? · quant-synthesis · r?

Meta-analysis of 16 single-subject studies with 28 unique participants; the article reports "strong effects for students with ASD (overall Tau-U = .83 CI 95 [.78, .78])" across behavioral targets and school settings.

"Sixteen single subject studies were identified with 28 unique participants. Results indicate strong effects for students with ASD (overall Tau-U = .83 CI 95 [.78, .78]) across a variety of behavioral targets and school settings."

Discussion¶

Learner Variables¶

Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it
Autism Spectrum Disorder — population: instruction studied with autistic learners, not a comparison with non-autistic learners

Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it
Self Monitoring Improves On Task Behavior — the general claim this finding bears on, with the studies behind it
Self-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording — related
Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies — related
There is a lack of consensus regarding student-, intervention-, and setting-level variables supporting self-monitoring use in schools — related
Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`self-monitoring-strong-effects-asd-tau-u-083`
`title`	`Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83)`
`description`	`Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83)`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2016`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-15`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `davis-2016`

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