Effect of cueing on self-control of classroom behavior.
Behavioral self-control procedures, composed of self-assessment, self-recording, self-determination and administration of reinforcement, were introduced into a regular third-grade classroom immediately after a baseline period. The procedures produced a small and unstable increase in the level of on-task behavior in eight of the nine subjects. After a second baseline period, a cueing procedure was introduced, using a chart specifying on-task behavior. This enabled within-lesson changes in on-task behavior to be posted clearly for the children. The cueing procedure combined with the self-control procedures produced a high and stable increase in on-task behavior in all subjects.
D000161:Acoustic Stimulation; D001288:Attention; D001521:Behavior Therapy; D002648:Child; D003463:Cues; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008297:Male; D012054:Reinforcement, Psychology; D012201:Reward; D012647:Self-Assessment; D013334:Students