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Self-Assessment as a Learned Reinforcer during Computer Interactive Math Performance

Following a preexperimental assessment of computer interactive math performance, four 6thgrade students from a regular education classroom participated in an ABAB reversal of treatment design. Prior to training, students were given an opportunity to self-assess their speed and accuracy of math performance at the computer. Treatment entailed computer-displayed monetary reinforcement for correct self-assessments. During treatment, monetary reinforcement for correct self-assessmentswas faded, whereas feedback for accuracy of self-assessmentswas sustained. Following treatment, students were given an opportunity to perform math problems while self-assessing their speed and accuracy independent of any form of monetary reinforcement. Thiswas followed by a session in which all opportunities to self-assess were removed and a final session during which students were again given opportunities to self-assess their performance at the computer. Data indicate that three of four students demonstrated high rates of correct problems/minute during the self-assessment only conditions. Implications from this study support the theory that, with practice, self-assessment may become a source of secondary reinforcement and may sustain high rates of academic behavior in the absence of external reward systems. Ramifications regarding self-assessment as a learned reinforcer are discussed.