The assessment of generalization has become a priority of applied behavior analysis. The study provided a thorough assessement of the generality of a comprehensive self-control intervention designed to increase the math performance of an underachieving student in a regular elementary school classroom. (Author/DB)

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author holds that deficits in self-regulation are probably only part of the reason mentally retarded persons have difficulty in generalizing trained behaviors to non-teaching settings. (DB)

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…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author suggests that model weaknesses include its emphasis on language and cognitive processes, the questionable validity of the effectiveness of self-instruction techniques with lower functioning persons, and the mixed evidence for training generalization…

This study used a self-management treatment package to teach three children with autism to play appropriately in the absence of a treatment provider. Results indicated appropriate play skills were learned and generalized to new settings, and two of the children maintained gains at one-month followup. In addition, self-stimulatory behaviors…

This study, involving 4 children (ages 6 and 11) with autism, demonstrated that a self-management technique was effective in improving responsiveness to verbal initiations from others and in extending responsiveness to settings (community, home, and school) without the presence of a treatment provider. Concomitant reductions in disruptive behavior…

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…

This report describes a self-management skills intervention utilizing a picture schedule for four high school students with moderate to severe mental retardation. The program was initiated at school and continued at home with different tasks. Students continued to successfully use the schedules on follow up after summer vacation. (DB)