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Improv<strong>in</strong>g Feed<strong>in</strong>g Skills <strong>and</strong> Mealtime Behaviors <strong>in</strong> Children <strong>and</strong> Youth with <strong>Disabilities</strong> 80 RITA L. BAILEY MAUREEN E. ANGELL Manuscripts Accepted for Future Publication <strong>in</strong> <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong> 2 Manuscripts Accepted for Future Publication <strong>in</strong> <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong> June 2005 Concepts of work, leisure <strong>and</strong> retirement <strong>in</strong> adults with an <strong>in</strong>tellectual disability. Trudy L. Cordes <strong>and</strong> Robert W. Howard, School of <strong>Education</strong>, University of New South Wales, Sydney, 2052, AUSTRALIA. Gaze-shift patterns of young children with developmental disabilities who are at risk for be<strong>in</strong>g nonspeak<strong>in</strong>g. Kelli Arens, Cynthia J. Cress, <strong>and</strong> Christ<strong>in</strong>e A. Marv<strong>in</strong>, University of Nebraska- L<strong>in</strong>coln, 202G Barkley Center, L<strong>in</strong>coln, NE 68583–0732. Intervention <strong>and</strong> <strong>in</strong>struction with video for students with autism: A review of literature. Kev<strong>in</strong> Michael Ayres <strong>and</strong> John Langone, Department of Special <strong>Education</strong>, The University of Georgia, 537 Aderhold Hall, Athens, GA 30602–7153. Us<strong>in</strong>g a constant time delay procedure to teach aquatic play skills to children with autism. I˙lker Yılmaz, Bünyam<strong>in</strong> Birkan, Ferman Konukman, <strong>and</strong> Mert Erkan, Tez Buro Is Sitesi 17, 5. Blok K1 D2, Ergazi Mh., Batikent-ANKARA 06370, TURKEY. Evaluation of contextual variability <strong>in</strong> the prediction of re<strong>in</strong>forcer effectiveness. Olimpia P<strong>in</strong>o <strong>and</strong> Carla Dazzi, University of Parma, Department of Psychology, Borgo Carissimi 10, 43100 Parma, ITALY. Transition supports to students with mental retardation: An exam<strong>in</strong>ation of data from the National Longitud<strong>in</strong>al Transition Study 2. Antonis Katsiyannis, Dalun Zhang, Nancy Woodruff, <strong>and</strong> April Dixon, Clemson University, School of <strong>Education</strong>, 404-A Tillman Hall, Box 340715, Clemson, SC 29634–0715. Responses to communication breakdowns by nonverbal children with developmental disabilities. Dilek Erbas, Anadolu Universitesi, <strong>Education</strong> Research <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Center for Speech <strong>and</strong> Language Disorders, Eskisehir, 26470, TURKEY. Improv<strong>in</strong>g the system of least prompts: A comparison of procedural variation. Elizabeth A. West <strong>and</strong> Felix Bill<strong>in</strong>gsley, Department of Special <strong>Education</strong>, Boise State University, 1910 University Drive, Boise, ID 83725. Address is supplied for author <strong>in</strong> boldface type.
Us<strong>in</strong>g Self-Monitor<strong>in</strong>g to Increase Follow<strong>in</strong>g-Direction Skills of Students with Moderate to Severe <strong>Disabilities</strong> <strong>in</strong> General <strong>Education</strong> Mart<strong>in</strong> Agran University of Northern Iowa S<strong>and</strong>ra Alper <strong>and</strong> Michael Cav<strong>in</strong> University of Northern Iowa Carolyn Hughes V<strong>and</strong>erbilt University Thomas S<strong>in</strong>clair Eastern Ill<strong>in</strong>ois University Michael Wehmeyer University of Kansas Abstract: We used two multiple basel<strong>in</strong>e designs to <strong>in</strong>vestigate effects of a self-monitor<strong>in</strong>g strategy on follow<strong>in</strong>gdirection skills of six middle school students with moderate to severe disabilities <strong>in</strong> general education. Students were <strong>in</strong>structed to acknowledge a given direction, complete the task, <strong>and</strong> monitor their performance. Results suggest that all students learned the strategy <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>ed their performance at mastery levels for the duration of the ma<strong>in</strong>tenance condition. Social validation data obta<strong>in</strong>ed from participat<strong>in</strong>g general <strong>and</strong> special educators supported these f<strong>in</strong>d<strong>in</strong>gs. Implications for promot<strong>in</strong>g student-directed learn<strong>in</strong>g <strong>and</strong> <strong>in</strong>clusive education are discussed. The value of promot<strong>in</strong>g student-directed learn<strong>in</strong>g <strong>in</strong> general curriculum is receiv<strong>in</strong>g <strong>in</strong>creased attention (Agran, K<strong>in</strong>g-Sears, Wehmeyer, & Copel<strong>and</strong>, 2003; Hughes et al., 2002; Wehmeyer, S<strong>and</strong>s, Knowlton, & Kozleski, 2002). Student-directed learn<strong>in</strong>g <strong>in</strong>volves teach<strong>in</strong>g students to use one or more selfdirected <strong>in</strong>structional strategies to plan, perform, <strong>and</strong> monitor a learn<strong>in</strong>g task (Agran, 1997). These strategies occasion a shift from teacher-directed <strong>in</strong>struction to one that is more student-directed, thus provid<strong>in</strong>g students opportunities to direct <strong>and</strong> regulate their own learn<strong>in</strong>g. Specifically, the strategies The study was completed by the second author dur<strong>in</strong>g his Ed.D. Graduate degree program at the University of Northern Iowa. The study was supported <strong>in</strong> part by U.S. Department of <strong>Education</strong> grant #H023D9790502-98 awarded to Drs. Agran, Hughes, <strong>and</strong> Wehmeyer, <strong>and</strong> does not necessarily reflect the op<strong>in</strong>ions of the Office of Special <strong>Education</strong> Programs. Correspondence concern<strong>in</strong>g this article should be addressed to Mart<strong>in</strong> Agran, Department of Special <strong>Education</strong>, 158 SEC, University of Northern Iowa, Cedar Falls, IA 50614-0601. E-mail: mart<strong>in</strong>.agran@uni.edu <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2005, 40(1), 3–13 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> allow students to regulate their expectations about what they can learn <strong>and</strong> how much; make choices <strong>and</strong> decisions about how they will learn <strong>and</strong> <strong>in</strong> what sequence; <strong>and</strong> execute, monitor, <strong>and</strong> evaluate actions taken (Mithaug, Mithaug, Agran, Mart<strong>in</strong>, & Wehmeyer, 2002). By us<strong>in</strong>g these strategies, dependence on external support is m<strong>in</strong>imized, engagement <strong>and</strong> motivation are <strong>in</strong>creased, <strong>and</strong> learn<strong>in</strong>g is maximized. Although student-directed learn<strong>in</strong>g strategies cont<strong>in</strong>ue to be underutilized (Agran, Snow, & Swaner, 1999; Wehmeyer, Agran, & Hughes, 2000), the positive effects of studentdirected learn<strong>in</strong>g strategies for students with moderate to severe disabilities <strong>in</strong> general education have begun to be reported <strong>in</strong> the research literature. For example, Gilberts, Agran, Hughes, <strong>and</strong> Wehmeyer (2001) taught five middle school students with severe disabilities to monitor 11 classroom survival skills. All students were enrolled <strong>in</strong> a variety of general education content classes (e.g., Spanish, U.S. history). Among the target skills were ask<strong>in</strong>g <strong>and</strong> answer<strong>in</strong>g questions, greet<strong>in</strong>g teachers <strong>and</strong> students, br<strong>in</strong>g<strong>in</strong>g appropriate materials to class, <strong>and</strong> acknowledg<strong>in</strong>g teacher com- Self-Monitor<strong>in</strong>g / 3
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TABLE 1 Instructional Data for Each
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