This study illustrates the use of self-control procedures to modify teacher instructional behavior. A teacher wanted to increase the frequency of approval statements and decrease the frequency of disapproval statements. She followed a plan that included self-assessment, self-observation and recording, selfdetermination of cues self-determination of performance criteria, self-selection of consequences, and self-administration of consequences. Specifically, the plan included a card self-recording system, cues, and overt rewards. A functional relationship between teacher behavior and student behavior also is suggested by the corresponding reduction in the frequency of inap ropriate talk-outs by a target student in relation to the teacher's self-mo$fication.
Recently there have been several studies citing behavioral self-control procedures as being useful in school settings. Most of these studies have concerned themselves with the self-control of children's behavior (Bolstad & Johnson, 1972; Glynn & Thomas, 1974). One self-control study conducted by Hannum, Thoresen, and Hubbard (1974) involved teachers. Another study used portions of behavioral self-control procedures when working with teacher behavior (Herbert & Raer, 1972). However, in general, there is little research that formally applies this procedure with classroom teachers.
The following six steps describe a behavioral self-control process. Steps 1, 2, and 6 were first identified by Glynn, Thomas, and Shee (1973) and the others were added by the authors: