Self-modeling as a treatment for increasing on-task behavior

Abstract

The study investigated the effectiveness of self-modeling as a treatment to increase on-task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on-task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on-task behavior that generalized across academic settings. The 3 students evidenced an increase of on-task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6- and 8-week follow-up, the students' percentages of on-task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc.