Abstract
The effects of self-determined and high performance standards were compared to a non-treatment control condition on the spelling performance of 10 special education students for an entire school year. A yoking procedure was employed whereby pupils received the same number of points, based on their average scores in Baseline, regardless of being exposed to self-determined or high performance standards. The results indicated that superior performance occurred during both self-determined or high performance standards conditions when compared to the non-treatment control condition. This effect was significant standards conditions was significant (p=>.01. Suggestions for future research and implications of the present investigation were made.
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