The Effects of Student Self-Control on the Reduction of Children's Problem Behaviors

Abstract

Five elementary regular classroom students (9 and 10 years old) showed moderate reductions in disruptive behavior when rules were introduced, little or no improvement with a teacher-administered point system, further reductions in disruptive behavior when self-rating with bonus points for matching the teacher's rating was introduced, and deterioration when returned to the simple teacher-administered point system is ineffective or when social consequences for accurate rating cannot be given frequently.