Programming generalization of in-class transition skills: teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise.
We investigated a self-management intervention package that taught preschoolers with developmental delays to self-assess performance of targeted skills and to recruit teacher praise. Self-assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short-lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classrooms and teachers' rates of contingent praise increased. The implications of combining self-assessment and recruitment of contingent teacher praise are discussed.
Connell
M C
MC
Juniper Gardens Children's Project, University of Kansas 66102.
Carta
J J
JJ
Baer
D M
DM
D001364:Awareness; D001521:Behavior Therapy / Q000379:methods*; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000523:psychology / Q000628:therapy*; D004519:Education, Special; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D007805:Language Development Disorders / Q000523:psychology / Q000628:therapy; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy; D008297:Male; D012054:Reinforcement, Psychology; D012649:Self Concept; D012931:Social Environment; D016896:Treatment Outcome