22 high school students enrolled in an ecology course volunteered to self-monitor and record ecological acts. Relative to baselines which appeared to be non-reactive, time-series statistical analysis indicated that only 7 (32%) showed significant increases in ecological acts. Further, only 4 (19%) sustained these increases during follow-up assessment. Self-monitoring and recording appear ineffective in changing behavior of macro-social significance. Future research may be aimed at evaluating self-applied and externally mediated consequences and response prevention.
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