Premium
THE EFFECT OF SELF‐RECORDING ON THE CLASSROOM BEHAVIOR OF TWO EIGHTH‐GRADE STUDENTS 1
Author(s) -
Broden Marcia,
Hall R. Vance,
Mitts Brenda
Publication year - 1971
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1971.4-191
Subject(s) - praise , psychology , girl , period (music) , audiology , developmental psychology , multiple baseline design , medicine , social psychology , psychiatry , physics , acoustics , intervention (counseling)
The effects of self‐recording on classroom behavior of two junior high school students was investigated. In the first experiment, study behavior of an eighth‐grade girl in history class was recorded. Following baseline observations her counselor provided slips for the girl to record whether or not she studied in class. This resulted in an increase in study. When slips were withdrawn, study decreased and then increased once self‐recording was reinstated. After teacher praise for study was increased, self‐recording was discontinued without significant losses in study behavior. In the final phase, increased praise was also withdrawn and study remained at a high level. In the second experiment, the number of talk outs emitted by an eighth‐grade boy were recorded during math period. Following baseline, slips for recording talk outs were issued for the first half of the period, for the second half, and then for the entire period. Talk outs decreased when self‐recording was in effect and increased again when self‐recording was discontinued. When self‐recording was reinstituted in the final phase there was a slight, though not significant decrease in talking out when compared to the baseline condition.