PROGRAMMING GENERALIZATION OF IN‐CLASS TRANSITION SKILLS: TEACHING PRESCHOOLERS WITH DEVELOPMENTAL DELAYS TO SELF‐ASSESS AND RECRUIT CONTINGENT TEACHER PRAISE

Abstract

We investigated a self-management intervention package that taught preschoolers with developmental delays to self-assess performance of targeted skills and to recruit teacher praise. Self-assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short-lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classrooms and teachers' rates of contingent praise increased. The implications of combining self-assessment and recruitment of contingent teacher praise are discussed.

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