Effect of Cueing on Self‐control of Classroom Behavior

Glynn, E. L.; Thomas, John D

doi:10.1901/jaba.1974.7-299

Cited by 98 publications

(34 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, studies using self-management or self-control procedures with other populations have identified and found effective several behavioral components including selfassessment and self-recording (Bandura and Perloff, 1967;Glynn, Thomas, and Shee, 1973). Glynn and Thomas (1974) used a chart representing on-task behavior as a cueing procedure. The chart combined with a self-control procedure produced an increase in on-task behavior in 355 1979, 125 355-361 NUMBER 3 (FALL 1979) students in a third-grade classroom.…”

mentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Sequential Pictorial Cues, Self‐recording, and Praise on the Job Task Sequencing of Retarded Adults

Connis

1979

J of App Behav Analysis

View full text Add to dashboard Cite

The present study investigated the effects of a self-recording procedure using sequentially organized picture cues on independent task changes of four mentally retarded adults. Independent task changes were identified as the beginning of new tasks without directives or instruction. In addition to investigating treatment effects, the longterm maintenance of the task-change behavior was measured. During self-recording and picture-cue training, the subjects completed an increased proportion of independent task changes, and this behavior was maintained for more than 10 wk following removal of the training procedures. Self-recording using picture cues was shown to be an effective procedure for teaching mentally retarded adults to function more independently in a job setting. Reinen, and Schiebel, 1975) or basic academic skill training (Heward, 1978). In vocational skill training, in contrast, research regarding visual stimulus factors has been limited to simple task acquisition, such as correct discrimination of objects in an assembly task (Gold, 1972;Irvin and Bellamy, 1977). Little research has been conducted on the use of visual aids to instruct the mentally handicapped population in more generalizable vocational skills. A study by Robinson-Wilson (1977) only when necessary for a recipe outcome. The study suggested the value of such visual aids in increasing the independence of severely retarded adults in a home setting. If self-management programs could be used in a vocational setting, they might help retarded adults transfer newly learned behavior from the training setting into the community, i.e., work settings.Research regarding self-management of retarded individuals in work settings is limited (Wehman, Shutz, Bates, Renzaglia, and Karan, 1978). However, studies using self-management or self-control procedures with other populations have identified and found effective several behavioral components including selfassessment and self-recording (Bandura and Perloff, 1967;Glynn, Thomas, and Shee, 1973). Glynn and Thomas (1974) used a chart representing on-task behavior as a cueing procedure. The chart combined with a self-control procedure produced an increase in on-task behavior in 355 1979, 125 [355][356][357][358][359][360][361] NUMBER 3 (FALL 1979)

show abstract

mentioning

confidence: 99%

“…The Glynn and Thomas (1974) washed pots and pans, and Chuck worked in a separate dishroom. All subjects had been assigned to their current jobs for more than 2 mo.…”

mentioning

confidence: 99%

The Effects of Sequential Pictorial Cues, Self‐recording, and Praise on the Job Task Sequencing of Retarded Adults

Connis

1979

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…Self-assessment has been characterized as one component of self-management in which students evaluate their own ongoing performance and furnish a form of self-feedback in accordance with the standards set forth by some external mechanism or socializing agent (Glynn & Thomas, 1974). For at least the last 25 years, self-assessment has been a popular intervention strategy and a source of highly diversified applied research in school settings (Ninness & Glenn, 1988).…”

mentioning

confidence: 99%

“…On-task behaviors increased dramatically, and independent observers indicated that 76% of the students' self-assessed on-task recordings agreed with those of trained observers. Glynn and Thomas (1974) replicated this strategy using an intermittent audio signal to cue selfassessment intervals. Likewise, Maag et al (1993) found that improved academic accuracy or academic productivity was associated with selfmonitoring even when no feedback for correct self-recordings was provided.…”

mentioning

confidence: 99%

Augmenting Computer-Interactive Self-Assessment with and Without Feedback

Ninness

Sherman

et al. 1998

Psychol Rec

View full text Add to dashboard Cite

Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students identified as behaviorally disordered participated in an A-BC-D-BC withdrawal of treatment design. Subsequent to baseline observations of math performance during self-assessment with and without accuracy feedback, students were trained in self-assessment procedures by way of a series of computer-interactive tutorials. During treatment, students were provided computer-displayed accuracy feedback plus reinforcement for correct self-assessments of their math performance. Reinforcement and feedback were gradually leaned, and in the final treatment condition, accuracy feedback was terminated; however, monetary reinforcement for correct selfassessment was sustained. Following treatment, students were given opportunities to perform math problems in the absence of reinforcement while self-assessing their performances with and without accuracy feedback. This was succeeded by a withdrawal condition and a final session in which students, again, were given an opportunity to self-assess with and without feedback from the computer. Outcomes suggest that subsequent to training computerinteractive self-assessment with feedback may facilitate high rates and long durations of math performance even in the absence of compensation. Implications regarding the augmental as a type of rule-governed behavior and the necessary and sufficient conditions for sustaining self-assessment as a learned reinforcer are discussed.

show abstract

“…Glynn and Thomas (1974), in attempting to modify on-task behavior in a classroom, found that a self-evaluation procedure not preceded by a teacher-evaluation condition was effective. However, Santogrossi et al (1973) and Turkewitz, O'Leary, and Ironsmith (1975) did not achieve a successful child-evaluation treatment for disruptive behavior until after a period of intermittent teacher checks on child evaluations.…”

mentioning

confidence: 99%

The Effects of a Child's Self‐evaluation Program on Compliance With Parental Instructions in the Home

O’Brien

Riner

Budd

1983

J of App Behav Analysis

View full text Add to dashboard Cite

A self-evaluation program was implemented with a kindergarten-aged boy in the home to increase compliance with parent instructions and decrease inappropriate verbal behavior. The self-evaluation package included the child's assessing the appropriateness of his behavior in 5-min intervals, receiving chips for positive self-evaluations, and exchanging chips for a reward following experimental sessions. In a reversal design, analyses were conducted of the effectiveness of the self-evaluation program, the requisite conditions for effective child behavior change with a self-evaluation approach, and the parent's efficiency in using the self-evaluation package. The self-evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate behavior, although the effects generally weakened with time. Behavioral gains were greater and better maintained when the self-evaluation procedures were preceded by a phase of external evaluation via the mother than by baseline, suggesting that self-evaluation procedures may serve more to maintain the effects of external evaluation rather than to induce their own changes. The parent generally was efficient in implementing the procedures. Research and clinical implications for using self-evaluation procedures in a home setting are discussed.

show abstract

Effect of Cueing on Self‐control of Classroom Behavior

Cited by 98 publications

References 13 publications

The Effects of Sequential Pictorial Cues, Self‐recording, and Praise on the Job Task Sequencing of Retarded Adults

The Effects of Sequential Pictorial Cues, Self‐recording, and Praise on the Job Task Sequencing of Retarded Adults

Augmenting Computer-Interactive Self-Assessment with and Without Feedback

The Effects of a Child's Self‐evaluation Program on Compliance With Parental Instructions in the Home

Contact Info

Product

Resources

About