External reinforcers should not be used to the point of dependency with special education students who need to become more aware of their own internal controls. Student performance contracts are one way of developing this awareness. (CL)

Research is reviewed on two ways to modify impulsive behavior in handicapped and nonhandicapped children: (1) self-verbalization, which asks the child to slow down, look, and think; and (2) attention training strategies that encourage scanning and identification of similarities and differences. (CL)

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

Mainstreaming research findings related to environmental variables are explained to be most important to the ultimate success of mainstreaming efforts. Approaches useful in planning and achieving transfer of training in mainstreaming programs are offered. (SB)

Two strategies a teacher can employ to avoid some of the negative consequences of the least restrictive provision of P.L. 94-142 (the Education for All Handicapped Children Act) are reversal peer tutoring and self-monitoring for change. (SBH)

This brief guide notes the effectiveness of self-management strategies in increasing students' responsibility for their own learning and behavior, heightening student motivation and self-esteem, and reducing demands on the teacher's time. A strategy is outlined to help students increase their on-task behavior, by having students chart, correct,…

The article proposes a training program in self-management skills for handicapped youths entering the work force. Included are the following sample forms: critical events log, self-referral for training form, self-monitoring report, self-management contract. The forms provide tangible evidence of student progress in self-management. (DB)

This article discusses procedures that have been developed to empower students with disabilities to take responsibility for graphing data reflecting their own academic performance. It discusses training methods for teaching students self-graphing and the benefits of self-monitoring. Examples are provided of different types of computer graphs.…

This handbook is designed to assist teachers in helping junior high school special education students develop the skills needed to manage their behavior and build the socialization skills necessary for mainstreaming and a return to general education classes. Activities are presented in the theme areas of self-esteem and respect, communication and…

Two brief papers provide reasons to support self-determination for students with disabilities, with one paper written from the perspective of educators and one written from the parents' perspective. Each paper discusses 11 benefits of self-determination, including: (1) personal control, (2) motivation, (3) prosocial behaviors, (4) self-awareness,…

Seven papers address the teaching of self-management skills to disabled persons in supported employment settings. In "Competitive Employment: Teaching Mentally Retarded Employees to Maintain Their Work Behavior," (Frank Rusch and others), external cues managed by job coaches are contrasted to self-generated cues leading to employee self…

A review of 27 studies found that self-monitoring can be successfully used with special education students to decrease inappropriate classroom behavior and to increase attention to task, positive classroom behaviors, and some social skills. Self-monitoring also appears to increase the likelihood of generalizing learned behaviors to new settings.…

The article describes the helping styles proposed by P. Brickman, et al.--moral, compensatory, medical, enlightenment--and relates them to teachers' disciplinary practices with emotionally disturbed and other disabled students. Factors impeding teachers' ability to provide discipline and curricular methods that support student autonomy and…

This report investigates the effectiveness of a metacognitive strategy in reducing anger behavior and/or aggressive acts in elementary and secondary-aged students placed in special education classes. Three separate studies were conducted with three elementary, three middle, and three high school students who were placed in special education…

Describes possible applications of new technologies to special education. Discusses results of a study designed to explore the use of robotics, artificial intelligence, and computer simulations to aid people with handicapping conditions. Presents several scenarios in which specific technological advances may contribute to special education…