Gm. Richardson et al., DEVELOPMENT OF SELF-MANAGEMENT IN AN INDIVIDUAL WITH MENTAL-RETARDATION - A QUALITATIVE CASE-STUDY, The Journal of special education, 30(3), 1996, pp. 278-304
The development of self-management skills in an individual with Down s
yndrome is explored through ethnographic methodology, including interv
iews, observations, and document reviews. The culture of the case subj
ect was explored to determine how her home life, family (including her
twin brother), schooling, and community experiences have contributed
to her abilities to self-regulate. Development of her self-monitoring
skills was investigated through the memories of the adults who knew he
r currently and in the past. Triangulation was accomplished across and
within data types and sources. Data analysis employed the constant co
mparative method (Lincoln & Guba, 1985). The case subject was shown to
self-monitor in many ways and in different settings. Her mother's par
enting strategies were compared to Vygotsky's developmental theories.
Outcomes suggested that culture had a large impact on the development
of self-monitoring and that early and continuing intervention and a ''
practical expectation of normalcy'' might be keys in this development.