Self-Recording of Attending to Task: Treatment Components and Generalization of Effects

  • John Wills Lloyd
  • Timothy J. Landrum


According to special education teachers (Kauffman, Lloyd, & McGee, 1989; Walker & Rankin, 1983) and special educators in the academic community (e.g., Hallahan, Kneedler, & Lloyd, 1983; Kneedler, 1980; Polsgrove, 1979; Rueda, 1981; Rueda, Rutherford, & Howell, 1980), demonstration of self-control is a highly desirable characteristic and teaching atypical learners self-control an important goal of education. Self-control interventions are appealing for many reasons, including the possibility that teaching self-control will (a) increase an interventions’s effectiveness (e.g., Kazdin, 1984); (b) save teacher time by decreasing the need for direct teacher intervention (e.g., Rooney & Hallahan, 1988); (c) enhance the maintenance of treatment effects (McLaughlin, 1976); and (d) increase the probability of generalization or transfer of treatment effects (e.g., Neilans & Israel, 1981).


Academic Performance Learn Disability Apply Behavior Analysis Classroom Behavior Regular Classroom 
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© Springer-Verlag New York Inc. 1990

Authors and Affiliations

  • John Wills Lloyd
  • Timothy J. Landrum

There are no affiliations available

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