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Teacher self-evaluation and self-recording were introduced in a multiple-baseline-acrosssubjects design to improve estimation of trend on graphs of student performance and to make more successful decisions regarding changes in instruction. Improvement in assessment of trend was evident for two teachers, and improvement in using trend to make decisions to change instruction occurred for all three teachers. The self-monitoring package immediately increased teachers' implementation of the procedures designed to improve service quality. Teachers maintained their use of the procedures after one session of training in selfmonitoring. The potential of self-management to improve and maintain teacher behavior is discussed.Increased pressure is being placed on educational systems to demonstrate the impact of their services. Instituting and maintaining procedures that improve instructional decisions and that can be monitored effectively and efficiently pose a series of problems for the school psychologist or counselor who provides behavioral consultation. The first problem is how to institute new procedures in a service setting. Researchers have changed and maintained teacher behavior in applied settings through the use of oral and/or written directions and feedback given by a supervisor (Cooper, Thomson, &

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The purpose of the study was to evaluate the developmental gains of 26 young children with cerebral palsy and three children with other disorders attending early intervention based on the principles of conductive education (NZCE) or community-based (CB). Conductive education was implemented by parents supervised by a conductor an average of 7.4 hours per week. Developmental skills were objectively measured in functional contexts at home and school before the child entered the programme and after 12 months. Skill gains by children with spastic quadriplegia, cerebral palsy and severe developmental delay who were not able to sit independently (n = 6) who participated in NZCE were significantly greater (p < 0.001) than skill gains by children with similar disabilities who participated in CB (n = 6). Children with quadriplegic cerebral palsy, severe developmental delay, epilepsy and sensory disabilities (n = 7) also achieved significant gains in functional skills in NZCE (p < 0.005). Conductive education may benefit young children with motor dysfunction as well as concomitant disorders and severe developmental delay. Gains were not related to intensity, age, or a product of maturation, but may be related to changed patterns of maternal-child interactions.

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