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Self-Management of Classroom Behavior with Retarded/Disturbed Children

Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine

Roger D. Klein

University of Pittsburgh

A current trend in classroom behavior analysis is the exploration of self-management procedures. Few studies have used mentally retarded children. This investigation successfully demonstrates the self-management on-task behavior of four mentally retarded/emotionally disturbed children. A series of verbal and gestural cues were used to teach self-assessment and self-reinforcement. The prompts were gradually faded until complete self-management was attained. In addition, the effect upon task performance, accuracy, and disruptive behavior was examined when on-task behavior was reinforced. Results of the study found performance and accuracy to increase for most subjects while disruptive behavior declined. Implications for future research are discussed.

Behavior Modification, Vol. 4, No. 1, 83-97 (1980)
DOI: 10.1177/014544558041005


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