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Self-Regulation and Mental Retardation.
Whitman, Thomas L. – American Journal on Mental Retardation, 1990
The educational and research implications of defining mental retardation as a self-regulatory disorder are explored. Behavioral, social-learning, and cognitive conceptualizations regarding the structure and development of self-regulation is examined. Self-regulation is described as a complex linguistically guided skill that can be taught through…
Descriptors: Behavior Modification, Cognitive Psychology, Definitions, Generalization
Effects of Active Student Response during Error Correction on the Acquisition, Maintenance, and Generalization of Science Vocabulary by Elementary Students: A Systematic Replication.
Peer reviewed Peer reviewed
Drevno, Gregg E.; And Others – Journal of Applied Behavior Analysis, 1994
This study compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to five elementary students. When a student erred, the teacher modeled the definition and the student either repeated it (ASR) or not (NR). ASR error correction was superior on each of seven dependent variables.…
Descriptors: Definitions, Elementary Education, Error Correction, Feedback
Development of Self-Regulation in Persons with Mental Retardation.
Whitman, Thomas L. – American Journal on Mental Retardation, 1990
The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…
Descriptors: Behavior Modification, Cognitive Psychology, Definitions, Generalization