Student Self-Control as a Basis for Instructional Adaptation with Behaviorally Disordered Children

Abstract

A review of the literature suggests that the academic instruction of behaviorally disordered children has received far less attention than has the management of social behavior. While it is necessary to deal with behavioral problems, instructional programs need not be slighted. The authors propose matching selected models of individualized instruction (academic domain) to varying degrees of student self-control (behavioral domain). The specific models discussed include tutoring, programmed instruction, personalized systems of instruction, and contracting.