Self monitoring and self reward are self-management service techniques that are part of the behavior techniques that each individual has. Procrastination means procrastinating on work; one of the inhibiting factors for student success. This study aimed to reduced the level of procrastination of high school students through self-monitoring and…

This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention…

Current recommendations for the treatment of attention deficit/hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and…

Two studies involving college students examined mechanisms responsible for observed self-reinforcement effects. Results seemed to support the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. (CL)

In comprehensive wieght loss program, overweight women exposed to instruction in self-standard setting and to situational management techniques lost more weight than those instructed only in situational management techniques. Findings illustrate facilitative effect of teaching individuals to set specific, objective, and realistic goals for eating…

The study assessed whether 4 students (ages 9-13) with severe autistic disabilities could learn to use a self-management treatment package to reduce stereotypic behavior. Use of the procedures greatly reduced levels of stereotypic behavior. Improvement also occurred for extended periods of time in new settings without the presence of a treatment…

Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)

The S was taught to self-monitor his on- and off-task behavior by using an audiotape recorder to cue his self-recording. Using a combination of multiple baseline across responses and reversal designs, on-task behavior increased dramatically under treatment conditions for both handwriting and math. (Author/DLS)

Six boys, aged 9 to 12, attended a tutoring class focusing on reading for 30 minutes each morning. Six, 10-day treatment periods were imposed that used various combinations of drug placebo, noncontingent reinforcers, 0.3 mg/kg methylphenidate, 0.7 mg/kg methylphenidate, and self-reinforcement. The combined effects of methylphenidate and…

A self-evaluation program was implemented at home with a disruptive boy (five years, 11 months old). The self-evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate verbal behavior, although the effects generally weakened with time. (Author/SEW)

Assesses the extent to which children can be taught to increase the frequency of good things in their day and to be more aware of these highlights. A study of 39 students who participated in a positive perspectives intervention program showed both an increased awareness of highlights and positive feelings. (RJM)