Differential effects of reinforcement on the self-monitoring of on-task behavior. 
In the current study, the differential effects of reinforcement on a self-monitoring intervention were evaluated.  Three students nominated by their teachers for having a marked difficultly maintaining on-task behaviors participated in the study.  Using an alternating treatments single-case design to assess self-monitoring with and without reinforcement, students self-monitored their on-task behavior while being prompted by a vibrating timer at 1-min intervals for 20-min sessions.  The investigators collected data regarding the students' percentage of intervals on-task and the accuracy of their recordings.  Accuracy was measured by calculating the percent of agreement between the observer and student.  For half of the self-monitoring sessions, students were provided reinforcement for matching at least 80% of their self-monitored ratings with those of the observer.  Results indicated that self-monitoring alone was effective for 2 students in increasing their on-task behaviors in a general education classroom and self-monitoring with reinforcement was effective for all 3.  Two students demonstrated an increase in on-task behavior when self-monitoring was paired with the opportunity to receive reinforcement compared to self-monitoring alone.  Percentage of nonoverlapping data for self-monitoring without reinforcement ranged from 16.6% to 100%, and self-monitoring with reinforcement ranged from 83% to 100%.  Additionally, the opportunity to receive reinforcement impacted students' accuracy in self-monitoring resulting in more accurate self-recording of on-task behavior.  Including reinforcement as a component of a self-monitoring intervention package is an important consideration as it may impact the effectiveness of the intervention for students with significant difficulties maintaining attention to tasks.