Cued and Noncued Self-Recording of Attention to Task

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Abstract
Self-recording of attention-to-task behavior when children were cued to record by an audiotape recorder was compared with self-recording without a cue. Four boys enrolled in a special class for the learning disabled were trained to monitor and record their own attention-to-task behavior under the two conditions. Both conditions resulted in increased attending behavior in comparison with baseline, but the cued condition had greater effects than the noncued condition. Similar but less powerful effects were observed for the rate of correct arithmetic computation. Weekly observations for over two-and-one-half months following the termination of self-recording requirements revealed continuing high levels of attention to task and academic productivity for three of the boys.