Teacher and researcher co-design self-management content for an inclusive setting: Research training, intervention, and generalization effects on student performance

Self-management instruction lead toward a decreased level of adult supervision for a second grade student with multiple disabilities during travel periods throughout each day. Changing conditions multiple baseline design was used in settings in which all adult accompanied the student in the hallways. This study blended (a) self-management instruction, (b) generalization methodologies (general case programming and multiple exemplars) and (c) a high level of teacher involvement in designing and monitoring the self-management system. Implications for researchers and practitioners co-designing self-management content for inclusive settings are described, as well as implications for self-management as "specialized instruction" that promotes student independence and fades adult support.