Mithaug, D. K., & Mithaug, D. E. (2003).
Effects of teacher-directed versus student-directed instruction on self-management of young children with disabilities.
Journal of Applied Behavior Analysis,
36, 133-136.
In this study, students worked independently by setting goals,
selecting assignments, and recording and evaluating their results
after receiving one of two different types of self-management
training. During teacher-directed training, the teacher set
goals, assigned work, and recorded and evaluated results for
students. During student-directed training, students performed
those tasks themselves. The results indicated that students
engaged in the self-management behaviors more frequently during
independent work following student-directed instruction than
following teacher-directed instruction.
DESCRIPTORS: _teacher- versus student-directed instruction,
self-management