Effects of Self-Recording and Self-Recording + Matching on Academic Performance

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Abstract
The purpose of the present research was to determine if self-recording and self-recording + matching could increase academic performance in programmed reading of six special education students. The results indicate that self-recording or baseline (no programmed consequence) across the six pupils. Follow-up data taken 20,30, 50, and 70 days after the study was terminated reveal that academic performance continued to improve even though no consequences were in effect. Accuracy of self-recording was higher during the self-recording + matching conditions for each of the six students. Practical aspects of the procedures were listed. The superior maintenance of treatment effects produced by the self-recording + matching condition was discussed.

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