This paper reviews the use of self-management procedures such as self-monitoring, self-administering consequences, and self-instructing with students having developmental disabilities. The paper explores definitions of self-management, various self-management procedures, effectiveness in changing behavior, and effectiveness in maintenance and…

This analysis of the effects of self-management training on the acquisition, maintenance, and generalization of skills of persons with mental retardation found self-management training to be useful in promoting the maintenance of behavior change first effected by external control procedures. Training effectiveness may depend upon the cognitive and…

The first of two studies with two adolescent students with serious emotional disturbances examined the interaction between unequal rates of reinforcement and equal versus unequal delays to reinforcer access on performance of math problems. The second study examined the interactive effects of reinforcer rate, quality, and delay. (Author/DB)

This article outlines the basic steps in designing and implementing a self-monitoring program and gives examples of such programs being implemented in classroom and clinical settings. Examples of program use in increasing on-task behavior, increasing responsivity to questions, improving articulation, and increasing accuracy on subtraction problems…

This study of two preschoolers having difficulty with on-task behavior during independent tasks found that the children could respond to self-monitoring training and that on-task behavior increased when they used the strategy. (Author/DB)

Describes Interplay, a program to help problem kids develop the confidence they need to become active learners. The idea is to create a sense of cohesive group identity, using activities that help children respect each other, support each other's learning attempts, and accept each other's mistakes as necessary steps in learning. (MLH)

Analyzes the results of administering the Chronic Self-Destructiveness Scale to 80 non-delinquent male high-school students and 101 delinquent males. Findings indicate that self destructiveness in both groups is related to alcohol use and other related risky behaviors. Suggests juvenile-delinquency intervention strategies. (MKA)

Describes how a 16-year-old African-American male, Tyrone, excelled in a mental-health day-treatment facility in which he was enrolled. Tyrone used the skills taught within the replacement-skills curriculum at the facility to compose a rap song that reminded him and his classmates how to react when faced with a difficult situation. (MKA)

Investigates differences between adolescent females diagnosed with either anorexia nervosa (n=26) or bulimia nervosa (n=30) using the Millon Adolescent Personality Inventory. About half of the participants displayed an inhibited personality style. Anorexics scored higher on the Respectful personality scale. Expressed concerns over self-concept,…

Uses Zimmerman's model of academic self-regulation to identify six dimensions of behavior that influence learning: motivation, methods of learning, time use, control of one's physical and social environment, and performance. Discusses each self-regulatory dimension in terms of research supporting its effect on academic performance and…

Students who do not respond to well-managed schoolwide discipline programs are less likely to learn than attentive, academically engaged students; they also deprive classmates of learning opportunities. This article describes evolution of the ABC Event Frame, an approach that addresses the academic and social needs of chronically disruptive…

Ponders the very different lives of two successful businessmen who were considered school failures at age 14. Attributes their success in life to their ability to control impulsivity and substitute thoughtful planning for immediate gratification. As three experiments demonstrate, success depends on challenging oneself and exerting positive control…

Supplies instructional materials necessary to carry out a training session for educators and parents concerning the development of personal and interpersonal responsibilities for children with behavior difficulties. Participants learn to plan and implement strategies to help students with personal and interpersonal responsibilities and are given…

Explores the intervention process of an indicated prevention program for high-risk youth (N=106). Results showed that there were direct and/or indirect effects of teacher and peer group support on personal control, depression, and suicide risk behaviors. The hypothesis that personal control mediates between support resources and reductions in…

The Social Relations Model is applied to the evaluation of how 34 secondary school students with learning disabilities (LD) rated their own and peers' social skills and behavioral self-control. Subjects viewed themselves individually as less skilled than they viewed their LD peers as a group, contrary to data from typical children and adults.…