Ja. Grskovic et Ss. Zentall, TIME-ESTIMATION AND PLANNING ABILITIES - STUDENTS WITH AND WITHOUT MILD DISABILITIES, BEHAVIORAL DISORDERS, 20(3), 1995, pp. 197-203
In this study we sought to examine differences among groups of element
ary students with and without disabilities on a measure of time estima
tion. We assessed the time estimation recall of 51 students with and w
ithout emotional handicaps, learning disabilities, and attentional dis
orders and examined the relationship between time estimation and the s
elf-regulatory skills of planning and organization. Group differences
in time estimation recall were documented, but these differences were
no longer significant after controlling for IO. In planning and organi
zation, students who scored higher on time estimation were less likely
to use notes and lists for organization. Our findings call into quest
ion prior research that has not controlled for group differences in IQ
and support the need for a curriculum in which time-estimation skills
are taught directly and in a functional manner.