Training Children with Developmentally Disabilities and Severe Behavior Problems to Use Self-Management Procedures to Sustain Attention to Preacademic/Academic Tasks

Three children with developmental disabilities and severe behavior problems were trained to use self-management procedures to sustain attention to preacademic | academic tasks. The study was conducted at the children's residential treatment center during an existing scheduled activity. The prompting ribbon, a motorized red/green ribbon, was designed to help the children visually monitor time while increasing sustained attention to academic tasks. Throughout treatment and maintenance, the children self-monitored their performance using this “linear timer.” At the same time, teacher-administered procedures were gradually replaced by self-management procedures. Results indicated that the children increased sustained attention to criterion levels, accurately utilized self-management procedures to sustain attention, and maintained these gains without instruction from staff persons.