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Following baseline, both self\u2010recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self\u2010recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded accurately.<\/jats:p>","DOI":"10.1901\/jaba.1989.22-315","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"315-323","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":65,"title":["SELF\u2010RECORDING OF ATTENTION VERSUS PRODUCTIVITY"],"prefix":"10.1002","volume":"22","author":[{"given":"John Wills","family":"Lloyd","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"David F.","family":"Bateman","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Timothy J.","family":"Landrum","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Daniel P.","family":"Hallahan","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"Behavior disorders of children and adolescents","author":"Cullinan D.","year":"1983"},{"key":"e_1_2_1_3_1","first-page":"206","volume-title":"Behavioral assessment in schools: Conceptual foundations and practical applications","author":"Gardner W. 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