EFFECT OF CUEING ON SELF‐CONTROL OF CLASSROOM BEHAVIOR

Abstract

Behavioral self‐control procedures, composed of self‐assessment, self‐recording, self‐determination and administration of reinforcement, were introduced into a regular third‐grade classroom immediately after a baseline period. The procedures produced a small and unstable increase in the level of on‐task behavior in eight of the nine subjects. After a second baseline period, a cueing procedure was introduced, using a chart specifying on‐task behavior. This enabled within‐lesson changes in on‐task behavior to be posted clearly for the children. The cueing procedure combined with the self‐control procedures produced a high and stable increase in on‐task behavior in all subjects.