Citation

Szykula SA, Saudargas RA, Wahler RG. Educ. Treat. Child. 1981; 4(3): 253-263.

Copyright

(Copyright © 1981, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Two fifth-grade students having difficulty completing mathematics assignments were taught self-control procedures. For both students, the self-control procedures effectively increased and stabilized completion and accuracy. Performance was maintained even after the self-control procedures were withdrawn. However, when the classroom teacher was replaced by a second teacher, the accuracy of performance for both students returned to original baseline levels. Reinstatement of the self-control procedures was equally effective for assignment completion and accuracy when the second classroom teacher was present. There were no observed differences in teacher approval and disapproval between the two teachers. The results are discussed in terms of setting specificity of behavior change.

Language: en