1. Self-monitoring, Self-Assessment or Self-Evaluation and Self-Reinforcement
Self-monitoring was used in six studies. Most of the researchers used worksheets to teach students to self-monitor their performance. One study used only a self-monitoring card
McGlashing et al., 2004, a further study used 3 strategies which combined card, sign language and augmentative strategy Agran et al,2006,while two studies utilized both the worksheet and
card or marble Wehmeyer et al. 2003a, 2003b. Students completed the worksheet noting whether they succeeded or failed upon finishing of their tasks. Findings suggest that students
with severe intellectual disabilities can be taught self-monitoring skills, though the teacher should use different strategies dependent upon the students’ conditions. Two studies that used
only self-monitoring, showed progress on students even though one study noted inconsistencies in the result Wehmeyer et al, 2003. In one study, the self-monitoring process was followed by
self-evaluation in which students compared their results with the standard goal and at the end of the process chose their reinforcer Wehmeyer et al., 2003a. Another study examined self
assessment through the use of the portfolio writing strategy Eisenman Tascione, 2002. In this study students wrote their experiences as a disabled person and by the process end, had discussed
it and redefined themselves. Self-reinforcement was only examined in one study, whereby students chose their reinforcer once finishing their task Wehmeyer et al., 2003a.
2. Goal-Setting and Goal-Evaluation
Goal setting was used in five studies, in which three studies were incorporated within SDLMI, one study through a multicomponent intervention package and one study within the
self-directed IEP. In these studies, goal-setting occurred in an individual setting or small group. Goal setting is the central feature of the Self-regulation Theory Zimmerman, Bandura
Martinez-Pons, 1992 in Wehmeyer 20007. For individuals with disabilities, goal-setting was
problematic since they lacked consideration of goal consequences, though with systematic steps they can learn to set a goal. This study determined that individuals with disabilities in early
elementary grades K-3 can set goals as long as teachers provide the strategies to teach the skills. In this case, teachers submit pictures and encourage students to draw their interests and
goals Palmer Wehmeyer, 2003. Another finding noted that strategies to teach goal-setting in individuals with moderate to severe disabilities differed to that of other disabilities group. In this
group, each student was given the choice of selecting goals. These choices were based on the teachers’ observations of students’ abilities in daily activities Agran et al, 2006. Only one study
administers goal evaluation following goal setting. In this study, goal evaluation was delivered daily following student completion of the goal setting’s worksheet. Students were taught to make
a comparison between goals they reached in each day and goals that should be reached Copeland et al, 2002.
3. Problem-Solving
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