Content area
Abstract
This study was designed to evaluate the effectiveness of self-monitoring using transparent overlays and external contingent reinforcement upon cursive writing of alphabet letters. Eight third grade students were used as subjects and were assigned to three groups. A multiple baseline across subjects design with counterbalanced interventions was used. The design consisted of four experimental phases: (a) baseline (groups 1, 2 and 3); (b) self-monitoring (group 1) or reinforcement (group 2); (c) self-monitoring and reinforcement (groups 1, 2 and 3); (d) follow-up (groups 1, 2, 3). The dependent measures used were correctly written letters in the training setting, correctly written trained letters in the regular classroom, and correctly written trained letters in the context of a cursively written sentence.
The results support two of the three hypotheses. First, the self-monitoring with transparent overlay procedure was effective in increasing the legibility of cursively written letters. Second, the combination of self-monitoring and reinforcement procedure was effective not only in improving cursive handwriting but provided additional improvement over either the use of self-monitoring or reinforcement in isolation. Equivocal support was obtained for the remaining hypothesis with two of three subjects showing improvement on handwriting using contingent reinforcement procedures alone. Generalization of treatment effects for the combined self-monitoring and reinforcement condition was found across settings and over time but response generalization was not found.
The results of this study support a self-monitoring model of behavioral reactivity where external reinforcement is important and useful but not absolutely essential. Further research into procedural variations and modifications will serve to improve the design, implementation, and effectiveness of self-monitoring in educational settings.
