SELF-EVALUATION WITH AND WITHOUT EXTERNAL FEEDBACK TO INCREASE ROOM CLEANING SKILLS IN STUDENTS WITH MILD INTELLECTUAL DISABILITIES OR BEHAVIOR DISORDERS
As students with disabilities age out of school-age resources, the need for self-evaluative skills in work tasks becomes more important. This study compared self-evaluation with reinforcement and self-evaluation with reinforcement plus external evaluation when completing room cleaning skills. The yo...
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| Format: | Others |
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UKnowledge
2014
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| Online Access: | http://uknowledge.uky.edu/edsrc_etds/8 http://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1007&context=edsrc_etds |
| Summary: | As students with disabilities age out of school-age resources, the need for self-evaluative skills in work tasks becomes more important. This study compared self-evaluation with reinforcement and self-evaluation with reinforcement plus external evaluation when completing room cleaning skills. The younger students did not demonstrate the ability to self-evaluate without external evaluation. Both conditions were effective when evaluating the older group of students. The author proposes additional research in looking at self-evaluative skills for specific age groups and conditions. |
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