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Related Experiment Videos

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
PubMed
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.

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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.

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  • 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.