Book Description

Abstract: The current investigation evaluated the effects of a self-management package, which included self-evaluation and self-reinforcement procedures, on the completion and accuracy of independent academic seatwork. Three participants diagnosed with autism and other developmental disabilities were taught self-management skills using a least-to- most prompting procedure following baseline using a multiple-probe baseline across subjects design. Following acquisition of the self-management package, prompts were removed and generalization probes were conducted in untrained settings and with untrained tasks. Results suggested that the self-management skills of self-evaluation and self-reinforcement can be taught to students with developmental disabilities and that those skills can maintain and generalize to other independent seatwork tasks and untrained educational settings. Results are discussed in terms of collateral effects of the self-management package on completion and accuracy of academic and the generalizability of self-management skills.