Creative Commons License

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.

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