An intervention package to support high school students with mental retardation in general education classrooms

The effects of using a multicomponent intervention package to support the classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Intervention components were (a) modification of teacher-assigned worksheets, (b) instruction in assignment completion, (c) instruction in self-monitoring of classroom performance skills, (d) including students in setting performance goals, and (e) instruction in goal-evaluation. Implementation of the intervention package was associated with improved performance on modified assignments for all participants and higher report card grades for 3 participants. Three of 4 participants also correctly and independently evaluated their performance in relation to their performance goals. Findings are discussed and recommendations made for future research and practice.