{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T00:59:53Z","timestamp":1779152393062,"version":"3.51.4"},"reference-count":33,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":11867,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[1980,9]]},"abstract":"<jats:p>The purpose of this study was to develop a self\u2010instructional package that would aid highly distractible retarded children in increasing their attending behavior in a training and two generalization (a one\u2010to\u2010one and a classroom) situations. Three untrained subjects were monitored for general comparison and social validation purposes. One of these control subjects was distractible and the other two (criterion comparison) were evaluated as not having attentional problems. A multiple baseline design was employed in which training was sequentially introduced across subjects. During training, the experimental subjects were taught through self\u2010instruction to focus their attention and to cope with two tasks, math and printing. After learning the self\u2010instructions the subjects were systematically and sequentially exposed to photo\u2010slides of distracting situations, to audio\u2010distractors composed of noisy lunchroom verbal peer interactions, and to in vivo distractors provided by kindergarten children playing with wooden blocks in the training setting. The entire training procedure was handled in a game\u2010like context to maintain subject interest and to facilitate generalization. The results suggested that the training package produced direct and generalized changes in self\u2010instructional behavior. In addition, a decrease in off\u2010task behavior occurred during math, printing, and also during a phonics program in the one\u2010to\u2010one and classroom situations. However, reliable changes in academic task performance were not observed. Finally, no systematic changes on any of the dependent measures occurred for the three untrained subjects.<\/jats:p>","DOI":"10.1901\/jaba.1980.13-443","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"443-459","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":62,"title":["A SELF\u2010INSTRUCTIONAL PACKAGE FOR INCREASING ATTENDING BEHAVIOR IN EDUCABLE MENTALLY RETARDED CHILDREN"],"prefix":"10.1002","volume":"13","author":[{"given":"Louis D.","family":"Burgio","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Thomas L.","family":"Whitman","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Moses R.","family":"Johnson","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_2_2","volume-title":"Think aloud program: Group manual","author":"Bash M.","year":"1975"},{"key":"e_1_2_1_2_3_2","volume-title":"The effects of self\u2010instructional training on arithmetic problem solving skills","author":"Wein K. 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