One of the concepts explored in this week’s reading was self-recording. Student self-recording is when students record their own behavior data, instead of an observer. The authors look at two kinds of self-recording, cued and non-cued. Cued self-recording occurs when the student is given some kind off signal, i.e. bell, tone, timer etc., and asked to record whether they were performing the behavior when they heard the signal. Non-cued self-recording is when students are asked to record every time they perform a targeted behavior. By self-recording, students are provided concrete feedback about their behaviors and are also made to monitor their own behaviors.
I am currently working with a student who has recently been but on a self-recording system. He has had trouble with staying on task and completing and submitting class assignments. He has been placed on a non-cued recording system, and marks off on a chart every time he completes and turns in an assignment in class. When he reaches a certain amount of turned in assignments (currently his target is 10) he has to let the teacher know, show her his log, and then gets to choose from three different positive reinforcers. The system has been fairly successful so far, and is an improvement from the system previously in place in which an aide kept track of assignments turned in. He seems more motivated now that he is keeping track of his own data.
Has anyone else had experiences with a student self-recording system? Did it prove to be successful?
2 comments:
I have had a similar experience with a student who on an fixed interval schedule had to reference a check sheet and fill out each space with a check if she could say that at that time she was displaying those behaviors. By the end of the day if she had a completely positive checksheet, she could earn to go to work with a specific teacher that not part of her service team but whom she desired to work.
I am currently working with a student with ASD on a non cued self-recording system. Every half hour the student is supposed to give himself a smiley face if he went the entire half hour without one of the following behaviors: talking to self, talking too loudly, noises, and off-task behavior. If the student does engage in one of these behaviors in the half hour he is to give himself a tally mark in the time box provided. Currently, if I have to redirect him from one of these behaviors he typically remembers to give himself a tally mark. He earns half a cookie for the absence of behaviors, and the other half if he is accurate in his self-data recording. I am seeing steady improvement in the student's ability to record with accuracy. Then again, some days are completely random and the student will be off. Progress is slow, but present.
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