Self-recording of attention versus productivity.
We investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom. Following baseline, both self-recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self-recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.
Lloyd
J W
JW
Curry School of Education, University of Virginia, Charlottesville 22903-2495.
Bateman
D F
DF
Landrum
T J
TJ
Hallahan
D P
DP
D000124:Achievement; D000342:Affective Symptoms / Q000523:psychology / Q000628:therapy*; D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008433:Mathematics; D011340:Problem Solving