Research has yet to identify any characteristics of clients, therapists, or treatment dyads which consistently identify those clients most likely to drop out of treatment. A frame of reference which may prove useful in identifying such clients is the social psychological construct of selfmonitoring. This theory proposes that individuals involved in any social encounter differ from each other in their approach to constructing a relevant self-presentation. High self-monitors emphasize matching their behavior to situational cues while low self-monitors match their behavior to perceived internal values and traits. The present study demonstrates the effects that selfmonitoring styles of therapists and clients have on the effectiveness of a therapeutic intake interview and the client's decision whether or not to return for treatment. Additionally examined are the effects of therapist selfmonitoring style on theoretical orientations toward psychotherapy. The hypothesis that pairings of high self-monitors would be most effective is tested by Chi-square and found to be nonsignificant. Using the Chi-square test, low self-monitoring therapists are found to endorse a single approach to therapy and to strongly endorse the psychoanalytical orientation. Low self-monitors are found to be eclectic in approach. Satisfaction with the interview is examined using ANOVA. Results are nonsignificant with the exception that low self-monitoring therapists are more satisfied with the intake interview than are high selfmonitoring therapists. Finally, within-cell Pearson correlations are examined to measure agreement about satisfaction between therapist and client. Pairs of high self-monitors show the highest rate of agreement. Implications for further research in this area are discussed.

Off-task behavior is a major challenge. Various interventions have addressed this problem. Self-monitoring interventions are very effective, including the MotivAider, a self-timer that silently signals the student to observe his/her own Academic Engagement Time (AET). Studies of the MotivAider have reported increased AET., (Legge, DeBar, & Alber-Morgan, 2010; Morrison, McDougal, Black, & King-Sears, 2014) systematically faded the MotivAider to sustain increased AET. The present study replicated and extended this research using a response-dependent fading (Fox, Shores, Lindeman, & Strain, 1984) of the MotivAider to sustain the observe AET of a 6th grade student with Learning Disabilities. A single subject reversal desig analyzed the effects of the MotivAider and fading. Compared to baseline, the MotivAider increased AET while its temporary removal resulted in decreased AET. The singnal was gradually faded with maintained AET within intervention levels. Social validity data is also presented and implications for further research and educational practice discussed.

This study employed a multiple baseline across participants design to investigate the effect of a self-monitoring treatment intervention package (independent variable) consisting of a wristwatch that delivers timed vibrating and digital text prompts, a self-recording form, and a performance graphing worksheet, on the ability of three high school students with Autism Spectrum Disorder to self-monitor the academic productivity component behaviors (dependent variable) of homework assignment completion and submission rates, classroom-based work completion and submission rates, and accuracy and rate of documentation of academic tasks in their student planners. Students earned academic productivity composite scores reflecting the percentage of academic productivity behavior they demonstrated in their target classroom each day. All participants achieved marked improvements in their academic productivity composite scores from baseline to intervention to the maintenance phase. A detailed analysis of the study results, implications for clinical practice, limitations of the current investigation and recommendations for future research completes this investigation.

The purpose of this study was to determine the effects and social validity of an innovative method for middle school students with high incidence disabilities to self-monitor their behavior in inclusive settings. Traditional self-monitoring procedures were updated by incorporating cell phone technology. The updated self-monitoring procedure, called CellF-Monitoring, used a cell phone to replace traditional cueing and recording procedures. The study took place in an inclusive middle school classroom in central Florida with two students with high incidence disabilities. A multiple-baseline-across-participants single subject design was employed. Results indicate that the CellF-Monitoring procedure is an effective and socially valid intervention. Although results of the study demonstrated the effectiveness of the CellF-Monitoring procedure, there are several limitations that should be discussed, including the number of replications, the sample size, teacher implementation, and use of personal cell phones. The limitations of the study provide several opportunities for future research.

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