Back-up reinforcer effectiveness in classroom behavioural self management

A behavioural self management program was directly introduced into a class of mildly intellectually retarded boys. Self assessment alone was shown to be potentially responsible for a major part of the behaviour change produced by self management programs. Only one of three self assessment plus positive self reinforcement phases, that using 'access' back-up reinforcers, produced behaviour change beyond that attributed to self assessment alone. No behaviour change occurred when low value 'consumption' back-up reinforcers were provided and the introduction of high value 'consumption' back-up rein­ forcers resulted in a decrease in the level of on-task behaviour. Accuracy in self assessment was inversely related to the magnitude of back-up reinforcer. The functional relationship of reinforcer magnitude, accuracy of self assessment and degree of behaviour change is examined. The results are discussed in relation to other studies in self management and the implications for the use of self management procedures in classroom control noted