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Use of Functional Assessment and a Self-Management System to Increase Academic Engagement and Work CompletionUniversity of Oregon
University of Oregon, awt{at}oregon.uoregon.edu
University of Oregon
University of Oregon This study investigates whether a functional relationship exists between self-monitoring with self-recruited reinforcement and an increase in both on-task behavior and assignment completion. The study further assesses whether self-monitoring with self-recruited reinforcement is associated with generalization of performance gains to untrained settings. Training in self-management procedures included systematic instruction of behavior and general case programming to promote generalization of skills. An ABCAC design was used to assess the effects of self-management procedures in the training setting, and a multiple-baseline-across-settings design was used to assess generalization effects. The results demonstrated that a functional relationship existed between self-monitoring with self-recruited reinforcement and an increase in on-task behavior and assignment completion. Generalization of self-management skills to novel school contexts varied. The role of self-management procedures in promoting generalization is discussed.
Journal of Positive Behavior Interventions, Vol. 5, No. 3,
144-152 (2003) This article has been cited by other articles:
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