2017 Volume 31 Issue 2 Pages 144-152
Study objective: To examine the effects of self-recording on the on- and off-task behavior of a student with Autism Spectrum Disorder (ASD) and to determine whether the participant could correctly record his behavior without help from a therapist/behavior therapist. Design: Changing conditions design. Setting: Participant's home. Participant: A second-grade elementary school student with Autism Spectrum Disorder. Intervention: In the instructional condition, desirable and undesirable behaviors were explained to the participant. In the self-recording condition, using a token-economy, the participant recorded his behavior every 3 minutes. He was given tokens according to the number of behaviors recorded by the observers. In the self-recording condition without a therapist/behavior therapist, the participant set a timer for 3-minute intervals and recorded his behavior. Measures: On- and off-task behavior. Results: In the self-recording condition with the token-economy, off-task behavior was reduced, and on-task behavior increased. These improvements persisted even when the token-economy was not in use, and the therapists were not present. Conclusion: The participant correctly learned self-recording of his on- and off-task behavior and was able to do that without intervention by the therapist.
