Increasing academic productivity of severely multi-handicapped children with self-management: Idiosyncratic effects

Abstract

The effectiveness of a self-management training program in maintaining productivity rates of four severely multi-handicapped students was investigated. In a multiple baseline design, the subjects' productivity on a paper-and-pencil task was increased with an externally managed token economy. Subjects were then instructed to self-manage the token economy. Generalization across time and tasks was measured in consecutive sessions. Two of the four subjects accurately self-managed the token economy, although all subjects maintained productivity levels. Generalization across tasks and time was also evident across individuals.