Collateral Increases in Performance of Long Division Resulting from On-Task Gains Using Token Reinforcement and Self-Recording

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Abstract
The present study was designed to assess the collateral increases in one underachieving student's accuracy rate of completing assignments as a result of gains in on-task behavior. A second purpose was to evaluate the maintenance potential of self-recording on the student's on-task behavior gains. Initially, a combined external reinforcement and self-recording procedure was utilized to effect increases in the student's task-oriented responses. These treatments, however, were not related to accuracy. During a subsequent phase, the external reinforcers were faded, leaving self-recording as the sole treatment.