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

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Intervention Research in Learning Disabilities

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).

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Authors
  1. John Wills Lloyd
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  2. Timothy J. Landrum
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Editors and Affiliations

  1. Special Education, Purdue University, 47907, West Lafayette, Indiana, Canada

    Thomas E. Scruggs

  2. Faculty of Education, Simon Fraser University, V5A 1S6, Burnaby, British Columbia, Canada

    Bernice Y. L. Wong

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Lloyd, J.W., Landrum, T.J. (1990). Self-Recording of Attending to Task: Treatment Components and Generalization of Effects. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_10

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  • DOI: https://doi.org/10.1007/978-1-4612-3414-2_10

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-0-387-97280-0

  • Online ISBN: 978-1-4612-3414-2

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