Self-Control and Generalization Procedures in a Classroom of Disruptive Retarded Children

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

“…In recent years, research in psychology and special education has begun to focus on the use of self-management training as a means of facilitating generalization and maintenance of treatment gains (Drabman, Spitalnik, & O'Leary, 1973;Robertson, Simon, Pachman, & Drabman, 1979;Turkewitz, O'Leary, & Ironsmith, 1975). Self-management training is an appealing means of promoting behavioral improvements in nontreatment or regular classroom settings, since students who receive self-management training depend less on their teachers for 171 NUMBER 2 (SUMMER 1983(SUMMER ) 1983 guidance, reinforcement, and control than they did prior to training (Workman & Hector, 1978).…”

“…In the studies by Drabman et al (1973), Robertson et al (1979), and Turkewitz et al (1975), self-evaluation was instituted through the use of a "matching" procedure whereby students were initially taught to evaluate their classroom behavior on the same rating scale that their teachers used. For the students, matching meant closely approximating the teacher's rating of their behavior.…”

“…In the studies by Drabman et al (1973) and Turkewitz et al (1975), generalization and maintenance of improvements were studied in after-school "adjustment" classes, whereas the study by Robertson et al (1979) examined them within the students' self-contained special education classroom. Of the three studies (Drabman et al, 1973;Robertson et al, 1979;Turkewitz et al, 1975), only Turkewitz et al observed students in their regular classrooms to determine whether improved behavior had generalized.…”

“…Of the three studies (Drabman et al, 1973;Robertson et al, 1979;Turkewitz et al, 1975), only Turkewitz et al observed students in their regular classrooms to determine whether improved behavior had generalized. In examining students' behavior in their regular classrooms in comparison to control students, Turkewitz et al found that improvements for experimental students had not generalized to regular classrooms.…”

“…No attempts were reported to prompt or teach the use of self-evaluation procedures in students' regular classrooms in the Turkewitz et al research. The study by Robertson et al (1979) examined generalization and maintenance of improvements from morning to afternoon, on days when self-evaluation procedures were not in effect, and when a substitute teacher was present. Of the three related studies (Drabman et al, 1973;Robertson et al, 1979;Turkewitz et al, 1975) none programmed for the occurrence of generalization and maintenance in other settings.…”