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Implementing Self-Recording of On-Task Behaviour in a Class of Ten Primary Aged Children with Learning Difficulties
Published online by Cambridge University Press: 26 February 2016
Abstract
A demonstration study is described in which self-recording was implemented with an upper primary class of ten children with learning difficulties. Following a baseline period, an alternating conditions design was employed which demonstrated a mean rise in on-task behaviour of 10% as a result of the self-recording intervention employed.
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- Copyright © The Australian Association of Special Education 1992
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