This study compared self-recording and self-recording plus self-reinforcmeent treatments with no self-recording treatment on the spelling achievement and on-task behavior of 38 children (ages 10 to 13) with severe emotional and behavioral disorders. In the self-recording groups, subjects corrected, recorded, and graphed their daily spelling tests. The self-recording plus self-reinforcement group also set a goal and selected a reinforcer for meeting their goal each week. Weekly self-efficacy ratings and attributions for success and failure were also examined. Followup data were collected to determine the durability of spelling achievement over time. The results indicated the groups did not differ in spelling achievement. The self-recording only group had a significantly higher rate of on-task behavior when compared to the control group with no self-recording and the group with self-recording plus self-reinforcement. There were also no significant differences among groups in measures of self-efficacy or attributions for success and failure. (Contains 21 references.) (DB)