Programming generalization of in-class transition skills: teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise.

Full Abstract

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.

Author information

Author/s: Connell, M C (MC); Carta, J J (JJ); Baer, D M (DM);

Affiliation: Juniper Gardens Children's Project, University of Kansas 66102.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of applied behavior analysis (J Appl Behav Anal), published in UNITED STATES. (Language: eng)

Reference: 1993-; vol 26 (issue 3) : pp 345-52

Dates: Created 1993/11/19; Completed 1993/11/19; Revised 2008/11/20;

PMID: 7691788, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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