THE EFFECT OF SELF-INSTRUCTIONS ON THE RATE OF CORRECT ADDITION PROBLEMS WITH MENTALLY RETARDED CHILDREN

This study investigated the effects of self-instructions on math performance of moderately mentally retarded elementary school children. The self-instruction package included training students to make statements directed toward general work habits (e.g., "Remember to work slowly and carefully." and "Keep your eyes on your paper."), as well as taskspecific statements (e.g., "Which is the biggest number?" and "Write the biggest number and put marks next to it for the other number."). The experimental conditions, conducted in the context of a multiple baseline design across students, resulted in meaningful increases in the rate of correctly performed math problems for three of the four students. The findings are discussed in terms of their practicality for classroom application and in relation to current research issues.

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