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Peer reviewedMcLaughlin, T. F.; And Others – Remedial and Special Education (RASE), 1985
Examines effectiveness of self-recordings as the only intervention component within the self-control paradigm for increasing on-task behavior of four behaviorally handicapped students (10-12 years old). Results indicated that more of the intervals were scored on-task when self-recording was in effect than during baseline. Follow-up data indicated…
Descriptors: Behavior Disorders, Elementary Education, Recordkeeping, Self Control
Lewis, Rodney O.; Blampied, Neville M. – Techniques, 1985
A self-management procedure used with 10 students (8-12 years old) in special schools was found to alter behavior directly without the need for a prior period of externally managed contingencies and was equal or superior to the externally administered tokens in its effects on time-on-task and out-of-seat behavior. (Author/CL)
Descriptors: Behavior Change, Contingency Management, Disabilities, Elementary Education
Peer reviewedLloyd, John; And Others – Learning Disability Quarterly, 1982
The effects of self-assessment and self-recording were compared as treatments for increasing on-task behavior and academic productivity of elementary school learning disabled students (9-10 years old). Self- recording appears to be a more effective procedure than self-assessment for increasing attention to task. (Author/SEW)
Descriptors: Attention Control, Elementary Education, Learning Disabilities, Performance Factors
Peer reviewedLevendoski, Lila Sabella; Cartledge, Gwendolyn – Behavioral Disorders, 2000
An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…
Descriptors: Behavior Change, Elementary Education, Emotional Disturbances, Instructional Effectiveness
Peer reviewedMerrett, Jonathan; Merrett, Frank – Educational Studies, 1992
Discusses the use of correspondence training in the classroom to improve learning outcomes. Defines the training as an experimental behavioral strategy that takes into account the degree to which people achieve what they are aiming to do. Concludes from research involving middle school students that the subjects achieved a better work output in…
Descriptors: Classroom Research, Elementary Education, Feedback, Foreign Countries
Peer reviewedDraeger, Sonya; And Others – Journal of Abnormal Child Psychology, 1986
Experimenter presence (representing external control) or absence during task presentation were the two conditions under which attentional performance of 16 hyperactive and 16 control subjects (ages 7-12) was assessed. Results suggested noncompliance (an application deficit rather than an ability deficit) as a major contributor to poor performance…
Descriptors: Attention Control, Attention Deficit Disorders, Aural Learning, Classroom Environment
