PROGRAMMING GENERALIZATION OF IN-CLASS TRANSITION SKILLS - TEACHING PRESCHOOLERS WITH DEVELOPMENTAL DELAYS TO SELF-ASSESS AND RECRUIT CONTINGENT TEACHER PRAISE

We investigated a self-management intervention package that taught pre schoolers with developmental delays to self-assess performance of targ eted skills and to recruit teacher praise. Self-assessment alone resul ted in increases in active engagement across all participants during t he training sessions, but generalization to classrooms was sporadic an d short-lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' c lassrooms and teachers' rates of contingent praise increased. The impl ications of combining self-assessment and recruitment of contingent te acher praise are discussed.