Self-Recording

Abstract

The purpose was to evaluate the effects of self-recording in reducing off-task behavior with a high school student labeled as attention deficit disordered with hyperactivity (ADHD). The student emitted low rates of attending and was enrolled in a self-contained classroom for the behaviorally disordered. Off-task data were gathered in the student's special education classroom setting. An ABAB single-subject replication design was employed to evaluate effects of a self-monitoring. The results indicate an increase in off-task behavior within the classroom setting. Opinions provided by the other school staff suggested a perceived lack of generalization of treatment gains to other courses in which the student was enrolled. Ratings by a student observer indicate that the severity of disruptions declined during the self-monitoring phases. Possible reasons for this outcome are discussed. Practical implications for the use of the procedures in a secondary classroom are presented.