THE EFFECT OF SELF-INSTRUCTIONS ON THE RATE OF CORRECT ADDITION PROBLEMS WITH MENTALLY RETARDED CHILDREN
作者： Charles L. Salzberg , Fred M. Albion , George Peabody
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摘要: This study investigated the effects of self-instructions on math performance moderately mentally retarded elementary school children. The self-instruction package included training students to make statements directed toward general work habits (e.g., "Remember slowly and carefully." "Keep your eyes paper."), as well taskspecific "Which is biggest number?" "Write number put marks next it for other number."). experimental conditions, conducted in context a multiple baseline design across students, resulted meaningful increases rate correctly performed problems three four students. findings are discussed terms their practicality classroom application relation current research issues.
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