The Effects of Self-Recording for On-Task Behavior of Behaviorally Disordered Special Education Students

Abstract

The present investigation sought to determine the effectiveness of self-recording as the only intervention component within the self-control paradigm for increasing on-task behavior of behaviorally handicapped students and to devise a simple and inexpensive self-recording system for pupil use. Follow-up data were also collected to determine if the behavior changes would maintain over time after the self-recording was discontinued. The effects of self-recording were examined in a multiple-baseline design. The results indicated that more of the intervals were scored on-task when self-recording was in effect than during the baseline conditions for each student. Follow-up data indicated that the procedure could be withdrawn without decrement in performance for the special education students.