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EFFECTS OF TEACHER‐DIRECTED VERSUS STUDENT‐DIRECTED INSTRUCTION ON SELF‐MANAGEMENT OF YOUNG CHILDREN WITH DISABILITIES
Author(s) -
Mithaug Deirdre K.,
Mithaug Dennis E.
Publication year - 2003
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.2003.36-133
Subject(s) - psychology , set (abstract data type) , self management , autodidacticism , classroom management , mathematics education , medical education , computer science , medicine , programming language , machine learning
In this study, students worked independently by setting goals, selecting assignments, and recording and evaluating their results after receiving one of two different types of self‐management training. During teacher‐directed training, the teacher set goals, assigned work, and recorded and evaluated results for students. During student‐directed training, students performed those tasks themselves. The results indicated that students engaged in the self‐management behaviors more frequently during independent work following student‐directed instruction than following teacher‐directed instruction.