Ten mildly handicapped preschool children were taught to use problem-solving strategies to complete fine motor tasks. Qualitative and quantitative data indicated that the intervention had a positive impact on the task persistence of some children and that some children became more systematic in their approach to solving tasks. (Author/JDD)

The authors of a research article (EC 614 673) on the effects of self-recording on behavior change in students with mild disabilities reflect on the impetus for the study, why self-monitoring was preferred over other interventions, what was learned about self-monitoring, and what would be done differently if they were to repeat the study. (CR)

When mildly-disabled high school students (9 learning-disabled, 2 educable mentally retarded, and 1 emotionally handicapped) were taught techniques to self-monitor and record on-task performance with audible cues and later independently, a functional relationship was observed between the intervention and increased on-task behavior, wherein changes…