The Effects of Pupil Self‐recording of On‐task Behaviour on Primary School Children

Two studies are reported on the effects of pupil self‐recording of on‐task behaviour in primary school classes. In the first (pilot) study an ABA design was employed with a third year junior class in self‐recording their on‐task behaviour. In the second study, a multiple baseline design was employed with second, third and fourth year junior classes. In both studies there was clear evidence for the effectiveness of self‐recording in improving on‐task behaviour levels. In the second study positive effects of self‐recording on primary pupils' academic productivity were also demonstrated.