Self-monitoring effects in a four-year-old child: An ecological behavior analysis

Abstract

This study, using an ABABA design, investigated the effects of a self-monitoring (SM) procedure on the sustained schoolwork (SS) behavior of a four-year-old child. The results indicated that SM resulted in an increased rate of SS behavior in the absence of a clear functional relation between ecological variables (e.g., teacher attention) and SS behavior. Increased SS was accompanied by an increase in compliance (C) behavior. The observed co-variation between SS and C was discussed in terms of Wahler's (1975) response-class hypothesis.