Self-Recording of Students' Daily Schedules of Teachers' Expectancies: Perspectives on Reactivity, Stimulus Control, and Generalization.

Clees, Tom J.

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Peer reviewed

ERIC Number: EJ505135

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0936-2835

EISSN: N/A

Available Date: N/A

Self-Recording of Students' Daily Schedules of Teachers' Expectancies: Perspectives on Reactivity, Stimulus Control, and Generalization.

Clees, Tom J.

Exceptionality, v5 n3 p113-29 1994-95

Self-recording of success in meeting specific teacher expectancies during their school schedules by four middle school students with learning disabilities or behavioral disorders was found effective in increasing the percentage of teachers' expectancies exhibited. Maintenance was evidenced across students. Carrying schedules without self-recording had no effect. (Author/DB)

Descriptors: Behavior Change, Behavior Disorders, Instructional Effectiveness, Intermediate Grades, Intervention, Learning Disabilities, Maintenance, Middle Schools, Organization, Recordkeeping, School Schedules, Self Control, Self Management, Teacher Expectations of Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A