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

  • John Wills Lloyd
  • Timothy J. Landrum
Chapter

Abstract

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).

Keywords

Academic Performance Learn Disability Apply Behavior Analysis Classroom Behavior Regular Classroom 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer-Verlag New York Inc. 1990

Authors and Affiliations

  • John Wills Lloyd
  • Timothy J. Landrum

There are no affiliations available

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