Modification of Inattentive Classroom Behavior

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Abstract
Three hyperactive children participated in a training program designed to teach them how to self-record their behavior in a regular classroom. Subsequently, in the regular classroom, each child was signaled when to record his behavior at intervals of time that were convenient for the teacher. Signaled self-recording produced reductions in inattentive and inappropriate classroom behavior, and increased on-task behavior for all of the children. By using such procedures in the actual classroom setting, it was possible to circumvent generalization difficulties that have been reported in previous studies attempting to modify classroom behavior by using training procedures in a laboratory setting.