Self control of reinforcement in a primary school classroom

Techniques of behavioural self control were introduced to a class without first establishing externally administered reinforcement procedures. Self administration of tokens maintained a high rate of on-task behaviour in a group of subjects and decreased out of seat responses in a hyper­ active child. Variability in on task behaviour was reduced during the self control phase of the study. Behaviour modification within school settings is discussed with particular reference to remediation, self management and control of covert responding