Abstract
A demonstration study is described in which self‐recording was implemented with an upper primary class of ten children with learning difficulties. Following a baseline period, an alternating conditions design was employed which demonstrated a mean rise in on‐task behaviour of 10% as a result of the self‐recording intervention employed.
Original language | English |
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Pages (from-to) | 71-74 |
Number of pages | 4 |
Journal | Australasian Journal of Special Education |
Volume | 15 |
Issue number | 1-2 |
DOIs | |
Publication status | Published - 1992 |