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Behavioral self-control of on-task behavior in an elementary classroom.
E L Glynn1, J D Thomas, S M Shee
1University of Auckland.
Journal of Applied Behavior Analysis
|April 1, 1973
Summary
Behavioral self-control techniques successfully maintained high on-task behavior in a classroom setting, even after external reinforcement ended. This approach also reduced behavioral variability, demonstrating its effectiveness for sustained academic engagement.
Area of Science:
- Educational Psychology
- Behavioral Science
Background:
- Externally administered reinforcement procedures can establish high on-task behavior.
- Sustaining such behavior independently is crucial for long-term academic success.
Purpose of the Study:
- To investigate the efficacy of behavioral self-control techniques.
- To determine if these techniques can maintain high on-task behavior post-reinforcement.
Main Methods:
- Applied behavioral self-control strategies in a classroom.
- Monitored on-task behavior immediately after and during follow-up periods (5 and 7 weeks).
Main Results:
- Behavioral self-control techniques maintained high on-task behavior levels.
- Reduced variability in on-task behavior was observed during self-control phases.
- Sustained high behavior was noted at 5 and 7-week follow-ups.
Conclusions:
- Behavioral self-control is an effective method for sustaining high on-task behavior.
- Self-control strategies offer a viable alternative to continuous external reinforcement.
- This approach promotes more stable and consistent academic engagement.