Abstract
A multiple baseline design across behaviors was used with two visually impaired girls to establish the effectiveness of self-evaluation and the role of feedback. In both cases, self-evaluation was effective in increasing the girls' social skills and social interaction. Implications of the role of significant others in providing feedback are discussed.
Original language | English |
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Pages (from-to) | 470-483 |
Number of pages | 14 |
Journal | Journal of Visual Impairment and Blindness |
Volume | 98 |
Issue number | 8 |
Publication status | Published - Aug 2004 |