Descriptor
| Developmental Disabilities | 3 |
| Teaching Models | 3 |
| Behavior Change | 1 |
| Classroom Environment | 1 |
| Goal Orientation | 1 |
| Inclusive Schools | 1 |
| Intervention | 1 |
| Kindergarten | 1 |
| Mainstreaming | 1 |
| Microteaching | 1 |
| Middle Schools | 1 |
| More ▼ | |
Author
| Agran, Martin | 1 |
| Altman, Reuben | 1 |
| Blanchard, Caryl | 1 |
| Brady, Michael P. | 1 |
| Hughes, Carolyn | 1 |
| Kanagawa, Linda | 1 |
| Keller, Cassandra L. | 1 |
| Taylor, Ronald L. | 1 |
| Wehmeyer, Michael | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 1 |
| Primary Education | 1 |
Audience
Location
| Florida | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedAgran, Martin; Blanchard, Caryl; Wehmeyer, Michael; Hughes, Carolyn – Remedial and Special Education, 2002
This study used the self-determined learning model to teach self-regulated problem-solving skills for achieving self-set goals to four mainstreamed middle school students with mental retardation or developmental disabilities. Data revealed immediate and dramatic changes for all participants, with performance levels maintained at 100 percent.…
Descriptors: Behavior Change, Developmental Disabilities, Goal Orientation, Inclusive Schools
Direct linkKeller, Cassandra L.; Brady, Michael P.; Taylor, Ronald L. – Education and Training in Developmental Disabilities, 2005
This study investigated effects of an audiotape self evaluation intervention on the instructional behavior of three student teacher interns in classrooms for students with various developmental disabilities. A multiple baseline design was used to evaluate the intervention. Results indicated a positive effect on all interns' use of specific social…
Descriptors: Self Evaluation (Individuals), Intervention, Teacher Interns, Positive Reinforcement
Peer reviewedAltman, Reuben; Kanagawa, Linda – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…
Descriptors: Classroom Environment, Developmental Disabilities, Kindergarten, Mainstreaming
