Self-Recording and Accuracy of Writing Responses by Students With Developmental Disabilities

Abstract

Study Objective: The purpose of the present study was to expand the application of the self-recording method in writing responses by students with developmental disabilities, and to examine whether only self-recording was effective in changing the writing responses. Design: A-B-A design, in combination with alternating treatment design. Setting: A therapy room at the university and a home setting. Participants: 2 boys with developmental disabilities. Independent variables: Self-recording was introduced in 3 conditions: praise-interrupted, self-praise, and others' praise. Measure: Accuracy of writing responses. Results: After the introduction of self-recording, the accuracy of writing responses of the 2 participants increased. No difference was observed in the effect of self-recording across conditions. Conclusion: The results suggest that self-recording was effective in changing the writing responses that required fine motor adjustment. It is unclear whether only self-recording was effective in the improvement in writing responses.