The Utility of Self-Monitoring for Preschool On-Task Behavior

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Abstract
The purpose of this study was to determine if four preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded. Results of this multiple baseline across subjects study yielded two major conclusions. Preschoolers can be taught to use self-monitoring as a strategy to increase on-task behavior during readiness tasks and are able to maintain the targeted behavior upon removal of the prompts. It is proposed that self-monitoring be used with preschool-age children who display undeveloped on-task behavior and who are preparing to enter kindergarten.