The Effect of a Self-Management Procedure on the Classroom and Academic Behavior of Students with Mild Handicaps

The effect of a self-management procedure on the off-task behavior and the academic work of students classified as mildly handicapped was examined. The effectiveness of a peer mediated variant of the procedure for facilitating the generality of treatment gains from special education to regular education classrooms was also studied. Results suggest that the self-management procedures reduced off-task behavior and increased the quality and quantity of academic work in the special education classroom. They also suggest that the peer mediated variant of the procedure facilitated the generality of treatment gains from the special education classroom to the regular classroom.