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SELF‐CONTROL TRAINING IN THE CLASSROOM: A REVIEW AND CRITIQUE
Author(s) -
Rosenbaum Michael S.,
Drabman Ronald S.
Publication year - 1979
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.1979.12-467
Subject(s) - self control , praise , psychology , control (management) , generalization , observational study , reliability (semiconductor) , applied psychology , medical education , mathematics education , developmental psychology , social psychology , computer science , artificial intelligence , medicine , mathematical analysis , power (physics) , physics , mathematics , pathology , quantum mechanics
Self‐control training in classroom settings is becoming widespread. Establishing effective self‐ rather than externally controlled behavior modification programs in schools would enable children to control their own academic and social behavior, while enabling teachers to devote more time to teaching. The following components of self‐control are reviewed in the present article: self‐recording, self‐evaluation, self‐determination of contingencies, and self‐instruction. Self‐control strategies designed for the maintenance of appropriate classroom behavior, and issues associated with self‐control training, such as the reliability of self‐observation, response maintenance, generalization, and the role of external control, are examined. Finally, suggestions for maximizing the potential effectiveness of self‐control training in the classroom ( e.g ., teaching self‐observational procedures, teaching students to provide themselves with instructions and praise), as well as future areas for experimental investigation ( e.g ., social changes that may be associated with self‐control procedures), are presented.