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Hughes, Carolyn; And Others – American Journal on Mental Retardation, 1996
Effects of an intervention that combined self-instruction with multiple exemplar training on the generalized problem solving of five high school students with mental retardation were examined. The intervention involved preteaching self-instruction to proficiency with one exemplar before introducing multiple exemplars and embedding problem…
Descriptors: Generalization, High Schools, Instructional Effectiveness, Intervention
Copeland, Susan R.; Hughes, Carolyn; Agran, Martin; Wehmeyer, Michael L.; Fowler, Stephanie E. – American Journal on Mental Retardation, 2002
The effects of using a multicomponent intervention package to support classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Modification of teacher-assigned worksheets, instruction in assignment completion, self-monitoring, goal evaluation, and including students in setting…
Descriptors: Assignments, High Schools, Homework, Inclusive Schools
Peer reviewedHughes, Carolyn; Kim, Jin-Ho; Bogseon, Hwang; Killian, Daniel J.; Fischer, Gregory M.; Brock, Melissa G.; Godshall, Joy C.; Houser, Budget – Education and Training in Mental Retardation and Developmental Disabilities, 1997
A survey of 76 secondary transition teachers resulted in the validation of eighth support strategies: (1) identify and provide social support; (2) identify environmental support and provide environmental changes; (3) promote acceptance; (4) observe student's opportunities for choice; (5) provide choice-making opportunities; (6) identify student's…
Descriptors: Decision Making Skills, Disabilities, Education Work Relationship, Educational Strategies
Peer reviewedHughes, Carolyn; Copeland, Susan R.; Agran, Martin; Wehmeyer, Michael L.; Rodi, Michael S.; Presley, Judith A. – Education and Training in Mental Retardation and Developmental Disabilities, 2002
A study examined the effects of self-monitoring on selected social and academic behaviors of four high school students with mental retardation in inclusive classes. Occurrences of self-monitoring were associated with improvement in target behaviors. In addition, teachers and classmates perceived improved performance of target behaviors when…
Descriptors: Adolescents, Behavior Modification, Cues, High Schools
Hughes, Carolyn; Rung, Lori L.; Wehmeyer, Michael L.; Agran, Martin; Copeland, Susan R.; Hwang, Bogseon – Journal of the Association for Persons with Severe Handicaps, 2000
A study examined the effects of self-prompted communication book training provided by peers on the conversational initiations of four high school students with extensive support needs. The intervention was associated with increases in participant's appropriate initiations and general education conversational partners' corresponding responses.…
Descriptors: Communication Skills, Cues, High School Students, Inclusive Schools
Peer reviewedAgran, Martin; Blanchard, Caryl; Wehmeyer, Michael; Hughes, Carolyn – Research in Developmental Disabilities, 2001
The effects of selected student-directed learning strategies on the classroom behavior of six secondary students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all…
Descriptors: Academic Achievement, Behavior Modification, Disabilities, Educational Strategies
Hughes, Carolyn; Agran, Martin – Journal of the Association for Persons with Severe Handicaps (JASH), 1993
This literature review examines the effects of self-instructional programs on increasing independence of persons with moderate/severe mental retardation in integrated environments. The article discusses methodological issues, research needs, and recommendations for program implementation. The feasibility of using self-instruction to promote…
Descriptors: Daily Living Skills, Generalization, Independent Living, Maintenance
Direct linkAgran, Martin; Sinclair, Thomas; Alper, Sandra; Cavin, Michael; Wehmeyer, Michael; Hughes, Carolyn – Education and Training in Developmental Disabilities, 2005
We used two multiple baseline designs to investigate effects of a self-monitoring strategy on following-direction skills of six middle school students with moderate to severe disabilities in general education. Students were instructed to acknowledge a given direction, complete the task, and monitor their performance. Results suggest that all…
Descriptors: General Education, Mastery Learning, Inclusive Schools, Self Management
Wehmeyer, Michael L.; Agran, Martin; Hughes, Carolyn – 1998
This book describes instructional methods for teaching basic self-determination skills to students with disabilities. The first section provides an introduction to self-determination as an educational and transition outcome, discusses the impetus for an educational focus on self determination, and describes the relationships between transition…
Descriptors: Decision Making Skills, Disabilities, Educational Strategies, Elementary Secondary Education
