This article overviews two different strategies to incorporate in teaching mentally retarded employees to maintain their work behavior. The first strategy, prevalent in the employment literature, incorporates cues produced and managed by change agents (externally-produced cues). The second strategy actively enjoins the subject in an attempt to ultimately rely upon the subject's management of his/her own behavior (externally and self-produced cues). This article reviews the value of each approach with a discussion of future areas of research.
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