The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

中文翻译：

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蒙面单例实验设计中多成分自我监控干预对职前教师行为特定好评率的影响

自我监控（SM）对教师行为的影响已得到充分证明，但以前的研究并未尝试控制反应性来威胁内部有效性。这项研究检查了多成分SM干预对课堂管理实践的使用的影响，参与者掩盖了这种掩膜以解决文献中的这种缺失。参与教师在两种实践中进行选择（针对特定行为的表扬和回应的机会）。通识教育教室设置中发生了四名职前教师实习生的多重基线设计。根据研究目的进行的参与者掩盖排除了接触SM，绩效反馈和目标设定的可能性。分析包括由三个蒙蔽的评估者进行的独立视觉分析，对What Works信息交换所标准的独立质量审核，基于数据特征的非参数统计分析，以及可视分析和统计分析之间的对应报告。总体结果表明，参加者在课堂管理实践中的使用率有所提高，并且在这三种结构中具有良好的社会有效性。学生对任务行为的结果数据尚无定论。讨论了研究和实践的局限性和含义。