Long J D, Williams R L
Adolescence. 1976 Spring;11(41):29-38.
Self-management procedures including the self-recording of points, the self-graphing of progress, and the self-selecting of free time activities were applied to the classroom behaviors of 12-year-old educable mentally retarded subjects. Students were first awarded points for specified appropriate behaviors. Then during the last two treatment phases, they graphed their points earnings and used these points to earn free time activities. A multiple baseline design was used in appraising the comparative effects of these three treatment conditions during spelling and reading periods. All three treatment conditions produced higher rates of appropriate behavior than did baseline conditions; however, the highest levels of appropriate behavior were achieved during the self-selected free time phases.
自我管理程序，包括自我记录分数、自我绘制进步图表以及自我选择课余活动，被应用于12岁可教育智力落后学生的课堂行为。首先，学生因特定的恰当行为而获得分数。然后，在最后两个治疗阶段，他们绘制自己的得分图表，并使用这些分数来赚取课余活动时间。在评估这三种治疗条件在拼写和阅读时段的比较效果时，采用了多基线设计。与基线条件相比，所有三种治疗条件都产生了更高的恰当行为发生率；然而，在自我选择的课余活动阶段，恰当行为达到了最高水平。
