{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T06:04:38Z","timestamp":1789625078355,"version":"build-2803163510"},"reference-count":30,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,2,6]],"date-time":"2026-02-06T00:00:00Z","timestamp":1770336000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,2,6]],"date-time":"2026-02-06T00:00:00Z","timestamp":1770336000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Self\u2010monitoring (SM) has been used as part of intervention packages to enhance skills such as leisure and vocational engagement for individuals with intellectual and developmental disabilities (IDD). However, the effectiveness of SM alone remains unclear. We analyzed components of an SM intervention to increase task engagement for five individuals with IDD. Participants were first taught to accurately self\u2010monitor their engagement. Sequential analyses evaluated SM alone, SM\u2009+\u2009differential reinforcement (DR) for accurate SM, SM\u2009+\u2009DR for accurate SM and task engagement, and DR for task engagement. SM alone was ineffective. Combining SM with DR for accurate SM improved accuracy of SM for all participants but increased task engagement for only two. Combining SM with DR for both accurate SM and task engagement increased engagement for the remaining participants. High levels of task engagement were maintained when reinforcement for engagement was provided without SM. Implications for intervention design are discussed.<\/jats:p>","DOI":"10.1002\/jaba.70053","type":"journal-article","created":{"date-parts":[[2026,2,6]],"date-time":"2026-02-06T12:32:28Z","timestamp":1770381148000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Component analysis of a self\u2010monitoring intervention for increasing task engagement for individuals with developmental disabilities"],"prefix":"10.1002","volume":"59","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2219-2405","authenticated-orcid":false,"given":"Erin","family":"Leif","sequence":"first","affiliation":[{"name":"Faculty of Education Monash University  Melbourne Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-0790-1196","authenticated-orcid":false,"given":"Eileen","family":"Roscoe","sequence":"additional","affiliation":[{"name":"Department of Psychology Western New England University, Springfield, Massachusetts, USA and the New England Center for Children  Southborough Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lauren","family":"Rae","sequence":"additional","affiliation":[{"name":"Department of Psychology Western New England University, Springfield, Massachusetts, USA and the New England Center for Children  Southborough Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sam","family":"Sheets","sequence":"additional","affiliation":[{"name":"Department of Psychology Western New England University, Springfield, Massachusetts, USA and the New England Center for Children  Southborough Massachusetts 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