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
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
