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. 1975 Winter;8(4):387–398. doi: 10.1901/jaba.1975.8-387

Behavioral self-management in story writing with elementary school children1

Keith D Ballard 1,2,2, Ted Glynn 1,2
PMCID: PMC1311872  PMID: 16795504

Abstract

The effect of self-management procedures on objective writing responses and on the subjectively assessed quality of children's writing was investigated. All experimental procedures were applied to each of the 37 children in a regular Grade 3 class, and 14 of these children were randomly selected for data collection. Following baseline conditions, self-assessment plus self-recording of writing responses was introduced. This did not increase the number of sentences, number of different action words, or number of different describing words, or improve the quality of the stories. Self-determined and self-administered reinforcement was added to the self-assessment and self-recording procedures contingent on each of the writing responses in turn. Rates of responding were substantially increased and the stories received higher subjective ratings of quality from two independent judges. An increase in on-task behavior was correlated with self-reinforcement of writing responses.

Keywords: self-management, self-control, self-reinforcement, writing skills, composition, classroom research

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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