The effects of self-recording bites and weight on subsequent weigh t was assessed utilizing a single-subject design. Subjects were exposed to a similar sequence of conditions which included: (1) weekly weigh-ins, ( 2) self-recording daily weights, (3) a control for observation, (4) self-recording bites, and finally (5) a reversal condition in which subjects stopped recording bites but continued recording weights and meeting for weekly weigh-ins. No significant weight reductions occurred in conjunction with weekly weigh-ins, self recording daily weights, or the control for observation. Five of the six subjects lost more than 2 pounds while recording bites along with monitoring daily weights and weekly weigh-ins. During reversal, 5 of the 6 subjects maintained the weight loss over the 2 to 4 week condition. variables related to the interaction between self-recording bites and eating were suggested as a possible explanation for the results.

A model was created in order to assist classical musicians, especially pianists, with the process of creating their own musical niches in order to achieve public recognition, build an audience following and experience financial gain. This blueprint involved creating six arrangements for the piano four-hand medium that were then self-recorded, self-marketed and self-distributed. This essay introduces the repertoire used for this project, five Argentinean tangos by Eduardo Arolas and a habanera by Sebastian Yradier and it also examines the criteria by which they were chosen. A discussion of the arrangements follows, focusing on the compositional techniques that were used. Next, the essay presents the methods employed to self-record, self-market and self-distribute the compilation as well as additional means available to independent musicians pursuing a similar endeavor. The discussion focuses on techniques that pertain to musicians who do not have the support of a record label or a music publisher. The conclusion of this study is that there are a number of accessible methods that independent musicians can employ in order to self-record, self-market and self-distribute their music. However, the level of success of such endeavors depends on the musicians' ability to create a high quality musical product, constantly interact with new audiences and employ various promotional methods. A recommendation for further study is enclosed.

The current study was an extension of research reported by Krohn (2010), which showed that daily credit for self-reported participation in designated credit units tended to balance participation across students (i.e., fewer non-participants, more credit-level participants, and fewer dominant participants). The purpose of the current study was to determine if similar results would be achieved by randomly selecting half of the discussion days in designated credit units for participation credit. The study was done in 3 large sections of an undergraduate class (approximately 54 students per class). Students self-recorded their in-class comments each day on specially designed record cards. At the end of each pre-selected unit, instructors randomly selected discussion days and awarded credit based on the number of comments made on the days randomly selected. Three credit points were given for each student’s first comment and two additional points for a second comment. The findings of the current study differed in several ways from those of Krohn’s (2010) comparison study. The differences mainly related to baseline percentages of different levels of participation. Compared to the current study, Krohn’s study had a higher percentage of non-participants, fewer credit-level participants, fewer frequent participants, and more dominant participants. The disparities between the baseline levels of Krohn’s study and the current study made treatment effects more difficult to achieve in the latter study. Nonetheless, there were fewer non-participants and more credit-level and frequent participants during credit units than in non-credit units. Secondarily, a survey was given at the beginning of the course to analyze student beliefs regarding participation. Using the same survey, Krohn (2010) extracted three primary factors: 1) Personal Benefits of Participation, 2) Expectation for Discussion in College Classes, and 3) Personal History and Confidence Regarding Participation. The same three factors were also examined separately and in combination in the current study. Results showed the three-factor model to predict student participation levels better than the total survey. In addition, students were given the Watson-Glaser Critical Thinking Appraisal at the onset of the course. A logistic regression indicated that exam and critical thinking scores, in combination, significantly predicted student participation levels.

The effectiveness of self-recording and self-reinforcement procedures implemented in the classroom setting with six pre-adolescent children classified as Educable Mentally Retarded was determined relative to changes in on-task behavior. A multiple baseline design was used and each subject was exposed to both a self-recording procedure and a self-reinforcement procedure. After an initial baseline period, three subjects were exposed to self-recording first, and three subjects went through self-reinforcement first. Contingent reinforcement was not provided for accuracy in either self-recording or self-reinforcement patterns. Observations were conducted to investigate generalization effects of each procedure, and two weeks of follow-up observations were conducted to determine durability effects. The findings indicated that for five of the subjects the self-recording procedure and the self-reinforcement procedure were effective in fostering significant positive increases in on-task behavior. Regarding accuracy, without contingent reinforcement, three of the subjects demonstrated at least 70% agreement with observer recordings during self-recording phases, and four subjects demonstrated at least 70% agreement with observer recordings in their self-reinforcement pattern. Generalization effects were found with two of the subjects, and maintenance effects were evident with one subject. A combined treatment approach, presenting both procedures simultaneously, was implemented with three of the subjects after the study was completed. These results indicated that the combined approach was not more effective than the singular presentation approach taken in the main study. Suggestions were made for future refinements in self-control procedures to increase applicability with special population.

Self-monitoring involves teaching students to be aware of their own behavior, and be able to record whether the behavior happened or not. The present study uses meta-analysis of single case design (SCD) studies to evaluate the effectiveness of self-monitoring interventions that use electronic devices during implementation for individuals with autism spectrum disorder (ASD). Eligible studies were accessed to determine design quality, and examine the use of self-monitoring for individuals diagnosed with ASD. Studies were evaluated against inclusion-exclusion criteria. The studies that met inclusion criteria (n = 15) were assessed with the What Works Clearinghouse (WWC) standards for methodological rigor. The WWC standards were applied to baseline and intervention phases. There were a total of 12 studies with 32 students diagnosed with ASD that met SCD standards without, and with reservations. The 12 studies were evaluated using the Tau-U effect size metric to quantify the percentage of change that was attributed to the self-monitoring intervention. Overall, omnibus Tau-U was 0.96 (95% confidence interval [CI] = [0.89, 1.0]). Limitations and directions for future research are discussed.