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Self-control procedures as used by children to affect their own behavior were reviewed. Particular emphasis was placed on self-instruction, self-determined criteria, self-assessment, and self-reinforcement. Self-punishment, comprehensive programs, and innovative self-control procedures (distraction and restatement of contingencies) were also evaluated. Basic effectiveness, comparisons with similar externally imposed interventions, maintenance, and the augmental value of the procedures were assessed. Important problems for future research were identified.
O'Ĺeary et al. (Sat,) studied this question.