Four preschoolers (ages 4-5) received self-instructional training in overt and covert self-verbalizations. Treatment effects were evident in the training setting. Generalization of self-verbalizations to the classroom setting was related to changes in performance accuracy, on-task behavior, and efficiency in completing academic work. (Author/JW)

A self-management intervention package was used with preschoolers with developmental delays. Self-assessment of performance resulted in increases in active engagement across all participants during training, but generalization to classrooms was sporadic and short-lived. When recruitment of teachers' contingent praise was added, treatment effects…

Prompting, positive and negative reinforcement, and a gradually extended reinforcement schedule were used with three autistic clients (two six-year-olds and one adolescent) to teach them to maintain on-task behaviors without constant supervision. Results indicated that appropriate behavior could be successfully maintained with only infrequent and…

A graduated guidance procedure was used to teach 4 boys (ages 9-14) with autism to follow photographic activity schedules to increase on-task and on-schedule behavior. Use of the schedules produced sustained engagement which generalized to a new schedule with a new sequence of photographs. Subjects were able to independently change activities in…