Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Date of Graduation
5-11-2023
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Advisor(s)
Trevor Stokes
Tiffany Hornsby
Bryan Saville
Abstract
This study investigated the isolated effects of self-management on students on-task behavior through an operant analysis. Two elementary-aged students, receiving ABA services at a special education school were taught to self-record their on-task behavior using a Gymboss miniMAX timer that cued them at variable intervals. Following baseline, students were trained to self-record using Behavior Skills Training. A series of phases was then implemented to gradually increase the intervals. To isolate the effects of self-recording, feedback and reinforcement were not provided. Using a multiple baseline across participants design, a functional relation was demonstrated between self-recording and on-task behavior.
Recommended Citation
Leventhal, Maria, "The effects of a self-recording procedure on student’s on-task behavior" (2023). Masters Theses, 2020-current. 233.
https://commons.lib.jmu.edu/masters202029/233
