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Self-Monitoring of Performance to Promote Accurate Work Completion: A Functional Based Intervention for a 4th Grade Student Presenting Challenging Behavior

This study examined the effectiveness of using intervention components with a high degree of efficacy in promoting student mental health to increase on-task behaviors and decrease inappropriate teacher engagement in a 4th-grade student diagnosed with attention deficit hyperactivity disorder and labeled with an emotional/behavioral disorder in a resource classroom. The intervention package involved supplementing previous functional behavior assessment data and making additions to the existing function-based intervention plan to enhance classroom outcome. The results indicated that accurate work completion improved from an average of 18.75% to 78.75%, and inappropriate teacher engagement decreased from seven per segment to less than two, using self-monitoring interventions with reinforcement and teacher attention during the sessions in which data was recorded.