Education Journal

Self-recording of On-task Behavior with Learning-disabled Children

1991.第19卷第2期(Vol. 19 No. 2).pp. 161–168


Self-recording of On-task Behavior with Learning-disabled Children




One boy considered learning disabled and enrolled in a self-contained special education class was taught to self-record his on and off task behavior using a tape recorder. This study examined the effectiveness of using self-recording procedure combined with self-reponse cost as a means for increasing attention to a task behavior. Since self reinforcement had failed in improving attention to task, the researcher decided to use self-response cost instead. The phases of the study included baseline, self-recording, baseline, self-recording with and without response cost, fade 1, and fade 2. The child weaned from reliance on the self-monitoring cues as treatment proceeded. The results indicate that self-recording procedures can be more effective in increasing attention to an academic behavior when it is combined with self-response cost than when it is used alone. During eight weeks of follow-up observations the effects of treatment was maintained, in spite of the removal of the training procedure and the child was no longer using the self-recording technique.