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GENERALIZATION AND MANTENANCE OF TREATMENT GAINS OF BEHAVIORALLY HANDICAPPED STUDENTS FROM RESOURCE ROOMS TO REGULAR CLASSROOMS USING SELF‐EVALUATION PROCEDURES
Author(s) -
Rhode Ginger,
Morgan Daniel P.,
Young K. Richard
Publication year - 1983
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1983.16-171
Subject(s) - generalization , multiple baseline design , psychology , reinforcement , intervention (counseling) , resource (disambiguation) , self control , mathematics education , applied behavior analysis , behavior change , developmental psychology , social psychology , autism , computer science , mathematics , mathematical analysis , computer network , psychiatry
This study provided six behaviorally handicapped elementary school students with a short‐term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self‐evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students were accurately self‐evaluating their own work and behavior, generalization and maintenance of behavior gains were sought by introducing a reduced form of the self‐evaluation procedures in the students' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual student's behavior. Analysis of the results of the study indicated that students transferred and maintained high levels of appropriate classroom behavior in their regular classrooms, once self‐evaluation procedures were extended into those settings. For four of the six students, all extra‐training components were faded. Only two students required a modified form of the original intervention to maintain behavior gains in their regular classrooms.