Utilizing Self-Management Procedures to Teach Independent Performance

Abstract

This study investigated the effects of a self-management training package on the work performance of a student with profound mental retardation within a community employment setting. The findings indicated that the self-management procedures, in conjunction with a changing performance criterion, increased the number of steps that the student was able to perform independent of external supervision. Maintenance probes indicated that the student was able to maintain his work behavior and the accuracy with which he self-managed his behavior. A four-step model for teaching persons with severe handicaps to manage their own behavior is suggested as a result of this investigation. These findings suggest further study of self-management procedures to promote independence.