Assessed ability to perceive the distance at which an object is within reach. Results support early development of spatial decentralization and perspective taking, that is, allocentrism. (ETB)

This study evaluated the effectiveness of self-monitoring across a classroom for students with emotional and behavioral disorders. All students showed increases in the percentage of intervals engaged in on-task behavior following implementation of the self-management procedures. The disruptive behaviors of one student were reduced to near zero…

Techniques for developing self-management skills in students with learning and/or behavioral difficulties are explained, including self-monitoring and self-instruction. Development of self-management skills is seen to facilitate mainstreaming and provide prereferral intervention assistance. (DB)

Reviews, analyzes, and synthesizes two decades of factor-analytic research on child and adolescent social skills to derive an empirically based taxonomy. Five behavioral dimensions occur consistently: Peer Relations, Self-Management, Academic, Compliance, and Assertion. Clinicians and researchers may use taxonomy to provide nomenclature with which…

A study analyzed the acquisition of communicative functions and means in 15 children and youth with autism over a one-year period. Participants made advances in skills development in both functions and means. Functions appeared to follow a developmental sequence from behavior regulation to social integration to joint attention. (Author/CR)

Reports the results of an anger management program for emotionally disturbed adolescents (N=7) who scored in the clinical range on the Conduct subscale of the Conners Teacher Rating Scale. The program included psychoeducation, anger discrimination training, and training on prosocial responses to anger. Results indicate evidence of positive…

This article examines the development of the Self-Regulated Strategy Development Model for teaching writing strategies and self-regulation procedures to students with writing difficulties. It describes how the model operates, and examines its effectiveness. It also highlights how the model has been used to respond to variations in settings and…

Evaluated an instructional model designed to promote responsibility among college students (n=197). Students were instructed with verbal presentation only, combined verbal and visual presentation, or verbal and visual presentation coupled with student self-monitoring in journal entries. Significantly higher test scores and fewer disruptive…

Three adults with developmental disabilities in supported-employment settings were successfully taught self-management strategies for addressing hygiene issues. The intervention included: a checklist with steps necessary to address particular hygiene issues, modeling the steps to each participant, providing praise and feedback, and teaching the…

Outlines a basic structure for assessing the needs of individuals with visual impairments and setting up a system for labeling and marking that will meet those needs. Steps for organizing items, encouraging the development of sensory abilities, and selecting visual, tactual, or auditory systems are described. (CR)

Discusses the importance of teaching children with Down syndrome self-regulation, particularly the capacity to delay gratification and mastery motivation. Research findings in these two areas are described, including the role of maternal interaction in the development of mastery motivation. Future research needs are highlighted. (CR)

A study examined the effects of an instructional package consisting of strategy instruction and self-regulation techniques on the story writing of two gifted, middle school students. Following application of the instructional package, both participants wrote longer stories, increased writing fluency, included more story elements, and wrote higher…

Addresses the variations, reactions, and additions to the affective social competence model presented earlier. Specifically addresses the issue of whether sending, receiving, and experiencing are equal components to affective social competence; the time course of affective social competence; the cognitive representations of self and world;…

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…

A study examined the effectiveness of an observation system developed to measure the frequency and content of leisure choice opportunities and the manner in which three participants with profound mental retardation made choices. The system resulted in an increase in the number of choice opportunities and in choices made. (Author/CR)