Using self-monitoring to increase on-task behavior in a juvenile justice facility

Limited research exists on the use of self-monitoring interventions in the juvenile justice setting. This replication study used a randomized multiple-baseline design across participants to determine if there is a functional relationship between the self-monitoring intervention and an increase in on-task behavior of three male students in a secure juvenile facility in Texas. The self-monitoring intervention consisted of a student worksheet to track behavior, a vibrating watch to remind students to record their behavior, and individual training in how to use the worksheet and watch. Results indicated that self-monitoring was associated with an increase in on-task behavior across all participants. Also discussed are implications of these findings and future directions for similar research in the juvenile justice setting.