procedure (i.e., SM, SM+R, SRF, and SMGT), setting, and dependent variables.
SMGT studies were defined as studies in which participants were required to self-evaluate (e.g., self-assess and self-record) some aspect(s) of their performance and then match their self-evaluations to an external criterion (typically the evaluation of a teacher or researcher).
Of the studies, 3 were SM (9 participants), 8 were SM+R (23 participants), 3 were SRF (15 participants), and 2 were SMGT (4 participants).
Of the 11 ESs calculated, 3 used SM procedures, 6 used SM+R, 1 used SRF, and 1 used SMGT. Overall, the average ESs showed that all four self-regulation methods were very effective at increasing participants' on-task behaviors.
SM and SMGT also showed large effects (2.36 and 1.38, respectively), however both ESs were based on only one study.
Finally, in SMGT, no studies assessed academic accuracy and productivity; thus, the effects of these procedures on participants' academic outcomes are unknown.
The results of this review suggest that SM, SM+R, SMGT, and SRF interventions can be a useful component in an intervention program for children with ADHD.
We describe herein the possibility of SMGT producing transgenic goats.
The key feature of this study is that we have obtained a number of transgenic goats with an efficiency of 6.58% by SMGT method.
This is the first report of the SMGT method in this field.
In this work, the production of transgenic kids by SMGT is based upon the spontaneous uptake of exogenous DNA by goat spermatozoa removed from seminal plasma.