Results of a survey of 84 teachers of the emotionally handicapped on their opinions about and use of academic self-control techniques are reported. No significant relationships between the respondents' professional background, school setting, or use and opinions about academic self-control were found. Self-selection of reinforcement is the most widely used self-control technique and self-evaluation is considered the most important of the academic self-control techniques. Overall, teachers reported very limited use of academic self-control techniques.
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