The effects of self-recorders' training and the obtrusiveness of the self-recording device on the accuracy and reactivity of self-monitoring

Nelson, Rosemery O.; Lipinski, David P.; Boykin, Ronald A.

doi:10.1016/s0005-7894(78)80105-1

Cited by 51 publications

(18 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While children are capable of accurately assessing their behavior (e.g., Santogrossi et al, 1973, reported 95 % reliability with indepen-dent observers), additional training is sometimes necessary. Both Hundert and Bucher (1978) and Nelson et al (1978) successfully taught increased accuracy of self-recording with respect to arithmetic performance and appropriate verbalizations. The training procedures involved contingently rewarding recordings which matched those of independent observers.…”

Section: Self-assessmentmentioning

confidence: 99%

Applications of Self‐control Procedures by Children: A Review

O’Leary¹,

Dubey²

1979

J of App Behav Analysis

221

View full text Add to dashboard Cite

Self-control procedures as used by children to affect their own behavior were reviewed. Particular emphasis was placed on self-instruction, self-determined criteria, self-assessment, and self-reinforcement. Self-punishment, comprehensive programs, and innovative self-control procedures (distraction and restatement of contingencies) were also evaluated. Basic effectiveness, comparisons with similar externally imposed interventions, maintenance, and the augmental value of the procedures were assessed. Important problems for future research were identified.

show abstract

Section: Self-assessmentmentioning

confidence: 99%

Applications of Self‐control Procedures by Children: A Review

O’Leary¹,

Dubey²

1979

J of App Behav Analysis

221

View full text Add to dashboard Cite

show abstract

“…Previous examinations of levels of obtrusiveness have been inconclusive. Nelson, Lipinski, and Boykin (1978) found that a hand-held counter produced slightly greater reactivity than a less obtrusive belt-worn device, although this difference was not statistically or clinically significant. Two other studies did not find that manipulating obtrusiveness produced differential reactivity (Nelson, Hay, Devany, & Koslow-Green, 1980;Schloss, Thompson, Gajar, & Schloss, 1985).…”

mentioning

confidence: 79%

Reactivity in Self‐recording: Obtrusiveness of Recording Procedure and Peer Comments

Kirby

Fowler

Baer

1991

J of App Behav Analysis

View full text Add to dashboard Cite

Reactivity refers to behavior change that occurs during self-recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self-recording. Three first-grade students in Experiment 1 completed math questions during a 5-min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded dosely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second-grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self-recording are complex and contextually specific.DESCRIPTORS: self-control, self-recording, self-monitoring, self-management, reactivityThe terms self-recording, self-observation, and self-monitoring refer to instances in which individuals note their own behavior. The form of noting behavior may range from casual observation to complex methods of recording a specifically defined response (see McFall, 1977). Self-recording was discovered to be a useful self-control technique when clients who were asked to self-record showed favorable behavior changes even though consequences for the changes were not specifically proWe thank

show abstract

“…Studies focusing on instructional methods directed at improving cognition in individuals with mental retardation have included attention to self-management techniques (Connis, 1979;Nelson, Lipinki, & Boykin, 1978), but the literature does not reflect the diversity of cognitive approaches being applied with students with learning disabilities. Furthermore, although self-management techniques have been shown to be effective for increasing the attention and on-task behavior of persons with mental retardation (Salend, Ellis, & Reynolds, 1989), their effects have been minimal in terms of carryover to academic achievement (Kapadia & Fantuzzo, 1988).…”

Section: Instructional Methodologymentioning

confidence: 99%

Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

Polloway

Patton²,

Smith

et al. 1997

J Learn Disabil

View full text Add to dashboard Cite

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in term of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

show abstract

The effects of self-recorders' training and the obtrusiveness of the self-recording device on the accuracy and reactivity of self-monitoring

Cited by 51 publications

References 6 publications

Applications of Self‐control Procedures by Children: A Review

Applications of Self‐control Procedures by Children: A Review

Reactivity in Self‐recording: Obtrusiveness of Recording Procedure and Peer Comments

Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

Contact Info

Product

Resources

About