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Incorporating Video Feedback into Self-Management Training to Promote Generalization of Social Initiations by Children with Autism
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Deitchman, Carole; Reeve, Sharon A.; Reeve, Kenneth F.; Progar, Patrick R. – Education and Treatment of Children, 2010
Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a child's performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe…
Descriptors: Feedback (Response), Autism, Self Control, Generalization
Manipulating Peer Presence to Program the Generalization of Verbal Compliance from One-to-One to Group Instruction.
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Larsson, Debra G.; Larsson, Eric V. – Education and Treatment of Children, 1983
Two studies involving an electively mute and a mildly retarded Native American student featured practice with a specific category of questions while programing peer presence to promote verbalization of verbal compliance to the same category of question in group reading. (CL)
Descriptors: Elementary Education, Emotional Disturbances, Generalization, Language Handicaps
Individual Staff Training to Increase the Frequency of Data Collection in an Integrated Preschool Program.
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Farmer, Rebecca; And Others – Education and Treatment of Children, 1988
The study evaluated effects of a data collection inservice package on the frequency of collecting student progress data by four staff members in an integrated preschool program. Individualized instruction and feedback produced consistent increases in the amount of data collection, but minimal generalization to non-targeted children and maintenance…
Descriptors: Data Collection, Disabilities, Feedback, Generalization
Using Self-Monitoring to Improve On-Task Behavior and Academic Skills of an Adolescent with Mild Handicaps across Special and Regular Education Settings.
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Prater, Mary Anne; And Others – Education and Treatment of Children, 1992
Results of this study, involving an adolescent with learning and behavior problems, indicated that self-monitoring can be successfully used in special education settings and then implemented with little effort in mainstream classes to improve on-task behavior and academic performance. (Author/JDD)
Descriptors: Academic Achievement, Behavior Problems, Case Studies, Generalization