| Abstract: | The purpose of the present experiment was to compare the effects of providing backup reinforcers for accurate self-recording on both attending and academic output. Twelve behaviorally disordered special education students were randomly placed in one of three groups: self-recording (N = 4); self-recording + backups (N = 4), and a control group (N = 4). The outcomes revealed significantly different performance for on-task behavior and assignment completion. On-task and academic responding was significantly higher for both the self-recording and self-recording + backups groups when compared to a control group. Additional comparisons indicated that the performance of the two groups who self-monitored were not statistically different for either measure. Maintenance of treatment effects was higher for two groups (self-recording and self-recording + backups) than for the control group. These differential outcomes were discussed in terms of (a) accuracy of self-recording, (b) nature of the dependent variables employed, (c) ceiling effects, and (d) possible vicarious effects. The advantages of using self-recording with and without consequences were noted. |
