SELF-RECORDING OF ATTENTION VERSUS PRODUCTIVITY

We investigated the relative effects of self‐recording of attentive behavior and self‐recording of academic productivity with 5 upper elementary‐aged special education students in their special education classroom. Following baseline, both self‐recording treatments were introduced according to a mul...

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Bibliographic Details
Published in:Journal of applied behavior analysis 1989, Vol.22 (3), p.315-323
Main Authors: Lloyd, John Wills, Bateman, David F., Landrum, Timothy J., Hallahan, Daniel P.
Format: Article
Language:English
Subjects:
academic behavior
Achievement
Affective Symptoms - psychology
Affective Symptoms - therapy
alternating treatments
attending behavior
Attention
Behavior Therapy - methods
Child
children
classroom behavior
Education, Special
Female
Humans
Learning Disorders - psychology
Learning Disorders - therapy
Male
Mathematics
on-task behavior
Problem Solving
self-monitoring
self-recording
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Summary:We investigated the relative effects of self‐recording of attentive behavior and self‐recording of academic productivity with 5 upper elementary‐aged special education students in their special education classroom. Following baseline, both self‐recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self‐recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.1989.22-315