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 demonstrated that written specific task analyses combined with end-of-trial performance feedback were effective in promoting the acquisition and generalization of functional cleaning tasks by 11 young adults with mild disabilities. Performance transferred to natural discriminative stimuli. (Author/DB)

A modified multiple-probe design was used to teach seven students (ages six to eight) with moderate or severe mental retardation appropriate strategies for responding to inappropriate invitations from strangers. Six of the students displayed improvement in self-protective skills, which generalized to a nontraining situation and across abductors.…

Sixteen studies of self-management with students who have behavioral disorders are reviewed. Procedures involving self-instruction, self-evaluation, self-recording, and combinations are examined. Results indicate the effectiveness of the procedures in promoting social and academic behaviors and the need to systematically program for…

Discusses issues and problems concerning concept development among students in elementary social studies programs. Suggests good teaching uses analogies and metaphors to facilitate learning. Recommends illustrating key concepts through myths, fables, and parables. Argues that using stories that show how things work allows students to apply the…

This study examined 40 articles published in the "American Journal on Mental Retardation" or the "Journal of the Association for Persons with Severe Handicaps" (JASH) from 1976-78 and 1986-88. Both journals published low numbers of articles with ecological validity in the late 1970s, but JASH subsequently increased…

Argues that social studies teachers need to involve their students in building their own pyramids of knowledge from basic facts into broad general principles. Discusses a class at Moorhead State University (Minnesota) that uses the inquiry method to help student teachers learn to construct lessons that follow the…

Six 12-year-old students were followed during an eight-month course using "Energy and Change" curricular materials, which introduce ideas related to the Second Law of Thermodynamics through an abstract picture language. Concludes that students had higher levels of generalization in their explanations of physical, chemical, and biological…

Both simultaneous prompting and antecedent prompt and test procedures were effective in teaching four adolescents with moderate mental retardation to read grocery sight words. However, the antecedent prompt and test procedure was more efficient on measures of acquisition and the simultaneous prompting procedure was more efficient on measures of…

Incorporated motivational procedures to teach question-asking to three children (ages three and five). All children learned to use questions in relation to items they had previously been unable to label and demonstrated generalization of spontaneous question-asking to new items and to their home environments with their mothers, with concomitant…

Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative…

Reviews past and present conceptualizations and summarized narrative and meta-analytic reviews of social skills training (SST) outcome studies. Overall, modest effect sizes are reported in the meta-analytic literature, suggesting that SST is a relatively weak intervention strategy. Recommendations for rebuilding SST are provided. (Author/CR)

This article offers suggestions for teaching effective learning strategies to low-achieving students. It considers selecting the strategy, getting students involved, describing the strategy, modeling the strategy, remembering the strategy, practicing the strategy, and generalizing the strategy. Examples in composition and reading are offered. (DB)

In this paper, self-control strategies are conceptualized as existing on two intersecting continuums of more or less individual control and increasing complexity depending on individual need. Behavioral self-control strategies for young children require external supports to assist children in learning the skills necessary to practice and implement…

Self-monitoring is used to increase on-task behavior of students by encouraging them to monitor their own behavior (Hallahan, Lloyd, & Stoller, 1982). According to Daly and Ranalli (2003), there are many benefits of self-monitoring: (1) It is an effective tool for changing behavior; (2) It promotes generalization of the appropriate behavior to…