Self-management training has been advocated for exceptional students as a means of increasing academic and study skills, motivation, independence, and generalization of behavioral gains, while decreasing the need for external direction and supervision. This review represents an analysis of data-based studies dealing with self-management procedures (self-monitoring, self-evaluation, self-reinforcement, and self-instruction) used by individuals with mental retardation served in public school settings. Although support was found for the positive effects of self-management with this population, many questions regarding efficient implementation of these procedures by school personnel remain to be answered in future research endeavors.
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