ABSTRACT

Two experiments are reported in which children's study behaviour was manipulated systematically within a behavioural paradigm. Both studies were carried out in the remedial department of a large, modern Secondary school in England by a woman teacher. The first involved an individual, a boy whose study behaviour was controlled using self-recording in a reversal design. On-task behaviour increased whilst maladaptive responses were reduced and there was a pronounced improvement in the boy's attitude to school work. The second study was a group intervention employing self-recording which was again successful in improving the on-task behaviour rate. At the same time it proved possible to gain measures which show clear evidence of improvement in both the quality and quantity of written work produced by the group. In both studies there was some evidence of generalisation of effects.