After briefly reviewing the topic of self-control instruction for retarded students, this article describes a self-recording training procedure. Five moderately retarded adolescents were taught to self-record a training behavior. They were then expected to generalize the self-recording behavior to idiosyncratic behaviors. Subject-observer agreement is reported, along with monitoring effect on the idiosyncratic behaviors.
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Howell et al. (1983) studied this question.
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