Abstract
According to special education teachers (Kauffman, Lloyd, & McGee, 1989; Walker & Rankin, 1983) and special educators in the academic community (e.g., Hallahan, Kneedler, & Lloyd, 1983; Kneedler, 1980; Polsgrove, 1979; Rueda, 1981; Rueda, Rutherford, & Howell, 1980), demonstration of self-control is a highly desirable characteristic and teaching atypical learners self-control an important goal of education. Self-control interventions are appealing for many reasons, including the possibility that teaching self-control will (a) increase an interventions’s effectiveness (e.g., Kazdin, 1984); (b) save teacher time by decreasing the need for direct teacher intervention (e.g., Rooney & Hallahan, 1988); (c) enhance the maintenance of treatment effects (McLaughlin, 1976); and (d) increase the probability of generalization or transfer of treatment effects (e.g., Neilans & Israel, 1981).
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Lloyd, J.W., Landrum, T.J. (1990). Self-Recording of Attending to Task: Treatment Components and Generalization of Effects. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_10
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DOI: https://doi.org/10.1007/978-1-4612-3414-2_10
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