This study utilized a multiple baseline across subjects design to determine the effects of self-recording on the task attention and academic productivity of three highly distractable female students, ages 9 to 11, enrolled in an elementary level classroom for students labelled as having mild to moderate mental handicaps. Intervention involved a five-step training process followed by student self-monitoring with no tangible extrinsic reinforcement being supplied for improved performance. Results were that all three subjects demonstrated an increase in on-task behavior and two of the three demonstrated an increase in productivity. The behavior change appeared to be functionally related to the intervention.
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