Use of a Self-Recording Procedure to Decrease the Time Taken by Behaviorally Disordered Students to Walk to Special Classes

Abstract

A multiple-baseline across subjects design was used to assess the efficacy of a self-recording procedure on the ability of three behaviorally disordered students to walk directly from their regular classes to their special education class. Students were asked to press a button located near the door of their resource class which activated a digital stopwatch in the resource room. Students pressed another button in the resource room which stopped the stopwatch. Students chose from an array of reinforcers dependent upon the number of days per week they had walked from their regular classes to the resource class in a specified time or less. Results indicated that the self-recording procedure in conjunction with the reward system was effective in increasing the number of days the students walked from their regular classes to the resource class in an expeditious manner.