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Implementing Self-Recording of On-Task Behaviour in a Class of Ten Primary Aged Children with Learning Difficulties

Published online by Cambridge University Press:  26 February 2016

Kevin Wheldall ,
Greg Hotchkis ,
Ian Thompson  and
Margaret Kent
Kevin Wheldall*
Affiliation:
Centre for Research into Special Education and Rehabilitation, Macquarie University, Sydney
Greg Hotchkis
Affiliation:
Centre for Research into Special Education and Rehabilitation, Macquarie University, Sydney
Ian Thompson
Affiliation:
Centre for Research into Special Education and Rehabilitation, Macquarie University, Sydney
Margaret Kent
Affiliation:
Centre for Research into Special Education and Rehabilitation, Macquarie University, Sydney
*
Enquiries or correspondence relating to this article should be directed to Professor Kevin Wheldall, Director. Centre for Research into Special Education and Rehabilitation, Macquarie University, Sydney, NSW, 2109, Australia. Tel: (02) 805 8676 Fax: (02) 805 8674
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Abstract

A demonstration study is described in which self-recording was implemented with an upper primary class of ten children with learning difficulties. Following a baseline period, an alternating conditions design was employed which demonstrated a mean rise in on-task behaviour of 10% as a result of the self-recording intervention employed.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 15 , Issue 1-2: Contemporary Behavioural Perspectives in Special Education , 1992 , pp. 71 - 74
Copyright
Copyright © The Australian Association of Special Education 1992

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References

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