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

Professor and chairperson, Department of Special Education, Gonzaga University

V. F. Krappman

Elementary level teacher in the Spokane Catholic Schools and is a graduate student in special education at Gonzaga University

J. M. Welsh

High school level special education teacher in the Seattle School District, Seattle, WA

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 Follow-up data indicated that the procedure could be withdrawn without decrement in performance for the special education students.

Remedial and Special Education, Vol. 6, No. 4, 42-45 (1985)
DOI: 10.1177/074193258500600407


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