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Self-recording of attention versus productivity.

Authors
  • J W Lloyd
  • D F Bateman
  • T J Landrum
  • D P Hallahan
Publication Date
Jan 01, 1989
Source
PMC
Keywords
Disciplines
  • Design
  • Education
  • Mathematics
License
Unknown

Abstract

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.

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