Facilitating generalization of on-task behavior through self-monitoring of academic tasks.

Six children learned to track their own work completion. Some kids had no diagnosis, others had mixed needs.

The trainer first taught the skill in a quiet lab. Later the kids used the same plan in their regular classroom.

A multiple-baseline design showed when each child started self-monitoring.

Every child stayed on task more once they counted their own finished work.

Two kids still benefited one full school year later.

Duker et al. (1991) ran a direct replication. They also saw more on-task behavior when kids noted their own work.

Rosenbloom et al. (2019) and Fiene et al. (2015) extended the idea. They gave students with autism apps or watches instead of paper. The tech tools worked just as well.

Leif et al. (2026) seems to disagree. They found self-monitoring alone did nothing for task engagement in students with developmental disabilities. The difference: they measured true engagement, not just sitting still, and their learners needed extra reinforcement to stay involved.

You can teach almost any student to watch their own work. Start in a quiet spot, then move to the real classroom. The simple paper method still works, but apps and watches are fine upgrades. If the child has IDD, pair the self-count with praise or points so the work itself pays off.