Carr and Punzo (1993) in “The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders,” conduct a study on the impacts of self-monitoring on academic performance of three male learners with behavioral disorders. The authors aim at measuring the capabilities collaboration, keeping a record of academic progress, and the performance of learners who are emotionally and behaviorally disturbed. The problem statement of the study is that learners with behavioral disorders are not able to perform well in academics due to difficulties in self-regulation (Carr & Punzo, 1993). The objective of the study is to determine how students with behavioral disorders could improve their learning process. Among the behavioral problems identified in the study that impact the learning process are non-compliance, impulsiveness, poor independent work skills, and aggressiveness.
The identified gap of the study is the learning difficulties among students with behavior disorders that negatively impact their academic performance. They found that most previous studies focused only on one academic area by determining the accuracy with which the subjects answered questions or their overall productivity through the assigned tests. Conversely, Carr, and Punzo (1993) conduct unique research that focuses on both efficiency and productivity in self-monitored learning in three learning areas, namely mathematics, spelling, and reading.
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The study sample was three African-American male students aged between 13 and 15 years and diagnosed with behavioral disorders. The reading assignment took 12 minutes, mathematics took 20 minutes, and spelling took 15 minutes (Carr & Punzo, 1993). During the sessions, researchers assessed how the students performed their tasks, overall performance, and the accuracy with which they followed instructions and kept their academic records. Important terms defined for purposes of the study are: Academic accuracy referred to the measured parameters completed correctly out of the whole test; Academic productivity involved the measured parameters completed out of the entire trial; on-task behavior entailed students being seated, looking at the assignment, writing or calculating answers, and asking questions (Carr & Punzo, 1993).
Unlike previous studies, the teachers provided self-monitoring services. They found out that self-monitoring services are essential to students with behavioral disorders. The authors discussed their findings by comparing them to previous studies to show the milestones made by the study. The three students showed improved academic performance and desire to improve when taken through and guided to ensure they are doing the right things. Through the self-recording of the learners’ progress, the researchers found that the subjects kept a good record of their progress, understood what they were doing, and knew the importance of achieving excellent academic performance (Carr & Punzo, 1993). From the study, learners with behavioral disorders need to get close monitoring from instructors so that they get motivated to learn, work harder, and perform better.
The study provides an in-depth analysis of factors impacting students with behavioral disorders. The article offers adequate quantitative data that schools could adopt to help learners with behavioral disorders excel in their academic work. From their findings, appropriate classroom behavior for students with behavioral issues is the primary consideration for improving their academic performance. However, the article does not provide conclusive plans on how one could apply their findings to a larger population size. However, the study is detailed and reliable with adequate credible information.
The authors concluded that self-monitoring of academic productivity and accuracy is beneficial to students with behavioral disorders. Rather than focusing on external control agents, Carr and Punzo (1993) believe that intrinsic motivation is crucial in such learners, and instructors are the immediate source of motivation by ensuring the learners understand what they are doing by ensuring they keep a record to know how they are performing. Having control of their performance, the students manage to keep a record of their activities and determine the areas to improve on for better results.
Reference
Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders , 18 (4), 241-250.
