Self-recording With Goal Setting: A self-management programme for the classroom

Abstract

A within-subjects multiple baseline across subjects design was employed to assess the effects of a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons. On-task levels and work quality improved substantially in all cases, these gains being maintained over time with teacher report of generalisation to other settings for two of the subjects. Results suggest that this intervention was a socially valid and cost effective procedure for the classroom context. Implications for more extensive use of the techniques are discussed.