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. 1974 Summer;7(2):299–306. doi: 10.1901/jaba.1974.7-299

Effect of cueing on self-control of classroom behavior1

E L Glynn 1,2, J D Thomas 1,2
PMCID: PMC1311968  PMID: 4436177

Abstract

Behavioral self-control procedures, composed of self-assessment, self-recording, self-determination and administration of reinforcement, were introduced into a regular third-grade classroom immediately after a baseline period. The procedures produced a small and unstable increase in the level of on-task behavior in eight of the nine subjects. After a second baseline period, a cueing procedure was introduced, using a chart specifying on-task behavior. This enabled within-lesson changes in on-task behavior to be posted clearly for the children. The cueing procedure combined with the self-control procedures produced a high and stable increase in on-task behavior in all subjects.

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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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