This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities. Children learned to conduct self-assessments and to compare their ratings with those of the teacher. Data were collected on children's percentages of appropriate behavior, the level of teacher prompting, and the match between child and teacher ratings. Results indicated that the treatment produced immediate and substantial improvements in child behavior and that it was possible to systematically withdraw each component while maintaining a high level of appropriate child behavior.
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