The purpose of this study was to examine the effect of the self- management intervention, one of the cognitive behavior modification methods, on the repetitive behavior of mentally retarded students. The subjects in this study were three selected mentally retarded students. All the students revealed...
The purpose of this study was to examine the effect of the self- management intervention, one of the cognitive behavior modification methods, on the repetitive behavior of mentally retarded students. The subjects in this study were three selected mentally retarded students. All the students revealed a higher rate of repetitive behavior and were poor in self-management in the base-line period. However, as the experiment was unfolded, their self -management intervention improved, and the repetitive behavior declined. This fact indicated there is a sort of functional relationship between the repetitive behavior and self-management intervention. When retention test was carried out after five days, every student's self-management intervention was relatively better than in the second half of the experiment, and their repetitive behavior rate continued to be less on the average than during the experiment. When their situation in the base-line term was taken into account, the application of the self-management intervention turned out effective.
The following conclusions were made from the findings of this study:
First, after the self-management intervention, one of the cognitive behavior modification methods, was applied to the mentally retarded students, their repetitive behavior rate was gradually on the decrease.
Second, as all the three students showed less repetitive behavior during the retention term than during the experiment, the self- management intervention had an effect on retaining the reduced repetitive behavior.
And there are some suggestions regarding the above-mentioned conclusion:
First, since the subjects in this study were confined to the three mentally retarded students in a special school in a specific region, it's not advisable to generalize the findings of this study. To prove the validity and objectivity of this study, it's expected that analytic, systematic and: experimental researches would be conducted covering a broader range of geographic regions and handicap types.
Second, only' the self-management intervention was studied as a means to modify the behavior of the students who repeated the same behavior frequently. If this approach is combined with daily-living practices in the future, it's anticipated to improve additional problem behaviors.
The purpose of this study was to examine the effect of the self- management intervention, one of the cognitive behavior modification methods, on the repetitive behavior of mentally retarded students. The subjects in this study were three selected mentally retarded students. All the students revealed a higher rate of repetitive behavior and were poor in self-management in the base-line period. However, as the experiment was unfolded, their self -management intervention improved, and the repetitive behavior declined. This fact indicated there is a sort of functional relationship between the repetitive behavior and self-management intervention. When retention test was carried out after five days, every student's self-management intervention was relatively better than in the second half of the experiment, and their repetitive behavior rate continued to be less on the average than during the experiment. When their situation in the base-line term was taken into account, the application of the self-management intervention turned out effective.
The following conclusions were made from the findings of this study:
First, after the self-management intervention, one of the cognitive behavior modification methods, was applied to the mentally retarded students, their repetitive behavior rate was gradually on the decrease.
Second, as all the three students showed less repetitive behavior during the retention term than during the experiment, the self- management intervention had an effect on retaining the reduced repetitive behavior.
And there are some suggestions regarding the above-mentioned conclusion:
First, since the subjects in this study were confined to the three mentally retarded students in a special school in a specific region, it's not advisable to generalize the findings of this study. To prove the validity and objectivity of this study, it's expected that analytic, systematic and: experimental researches would be conducted covering a broader range of geographic regions and handicap types.
Second, only' the self-management intervention was studied as a means to modify the behavior of the students who repeated the same behavior frequently. If this approach is combined with daily-living practices in the future, it's anticipated to improve additional problem behaviors.
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