Cognitive Training Interventions in Children: Review of a New Approach

Abikoff, Howard

doi:10.1177/002221947901200213

Cited by 40 publications

(20 citation statements)

References 37 publications

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“…Although CBM regimens vary, several typical components have been identified (Abikoff, 1979;Lloyd, 1980). Students learn to control their own behavior through processes such as self-instruction, self-monitoring, self-assessment, and self-reinforcement.…”

Section: Components Procedures and Applicationsmentioning

confidence: 99%

“…Denney & Turner, 1979;Keogh & Glover, 1980;Meichenbaum & J. Goodman, 1971;O'Leary, 1980), but further study of the relative effects of singular or combined components is needed. Recent reviews of research in this area have indicated that programs using abbreviated steps or differing components can significantly affect behavior (Abikoff, 1979;Finch & Spirito, 1980;Meichenbaum, 1979a).…”

Section: Components Procedures and Applicationsmentioning

confidence: 99%

“…The first is Meichenbaum's self-instructional training regimen. Meichenbaum has been credited with providing the majonationale underlying CBM (Abikoff, 1979), though Ledwidge (1978) viewed self-instructional training as a descendant of Rational-Emotive Therapy (Ellis, 1963). Problem-solving training is then discussed.…”

Section: Components Procedures and Applicationsmentioning

confidence: 99%

“…generalizable effects after treatment (Abikoff, 1979). This dissatisfaction is evident within the field of special education.…”

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confidence: 99%

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Cognitive-Behavior Modification: Application With Exceptional Students

Harris¹

1982

focusXchild

110

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"When I use a word," Humpty Dumpty said, "it means just what I choose it to mean -neither more nor less." "The question is," said Alice, "whether you can make words mean so many different things." "The question is, " said Humpty Dumpty, "which is to be the master -thats all."Lewis Carroll Through The Looking GlassInterest in the application of cognitive-behavioral interventions with exceptional students is increasing among both researchers and practitioners. Cognitive-behavioral models for teaching and learning represent an integrated, eclectic approach influenced by behaviorism, social-learning theory, cognitive psychology, developmental psychology, and instructional theory (Craighead, Wilcoxon-Craighead, & Meyers, 1978; Mahoney, 1977a). Teachers of exceptional children have received training in these areas, and many report the use of an eclectic approach -choosing and combining what appears to be the best from diverse sources. Kendall and Hollon (1979), however, have noted the dangers of unguided, unselective eclecticism and the need for empirical support. Research on a variety of cognitive-behavioral interventions, collectively labeled cognitive-behavior modification .(CBM), helps to provide both the guidance and empirical support needed. ORIGINS, DEVELOPMENT, AND DEFINITIONThe origins and development of CBM present a complex picture. Trends in the field of behavior modification, including development of social-learning theory and research on self-regulation, are discussed first. Contributions from the areas of cognitive psychology, private speech, and instruction are then noted. Behavior ModificationBehaviorists have traditionally explained human behavior through environmental antecedents and consequences, limiting research and procedures to readily observable Karen Harris is an Assistant Professor of Special Education, University of Maryland.

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Section: Components Procedures and Applicationsmentioning

confidence: 99%

Section: Components Procedures and Applicationsmentioning

confidence: 99%

Section: Components Procedures and Applicationsmentioning

confidence: 99%

“…generalizable effects after treatment (Abikoff, 1979). This dissatisfaction is evident within the field of special education.…”

mentioning

confidence: 99%

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Cognitive-Behavior Modification: Application With Exceptional Students

Harris¹

1982

focusXchild

110

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“…Finally, the child fades out verbalized selfinstruction and then uses internalized speech to direct task performance. Abikoff ( 1979) evaluated 13 studies that used cognitive training to decrease impulsivity and hyperactivity and increase attending, and found the success of such strategies equivocal. The major difficulty appeared to lie not with the strategy itself but in the assumption that all impulsive or attentional behaviors belong to one response class (e.g., assuming impulsive task approach is similar to impulsive, inappropriate class behavior).…”

Section: Attentionmentioning

confidence: 99%

Listening Skills: Teaching Learning Disabled Students to Be Better Listeners

Robinson¹,

Smith²

1981

focusXchild

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A person's ability to listen with understanding is essential to good communication. Its importance in all life settings -school,job, and social interaction -cannot be denied. In the 1980s the primary forms of information dissemination require one to listen; these include TV, radio, telephone, teachers, supervisors, and friends. Research verifies that people spend the majority of each day engaged in communication, and most of that time is in listening. Rankin's ( 1930) thorough and often cited study of verbal communication found that 70% of an average adult's waking time was spent in either reading, writing, listening, or speaking. Further analysis of the data showed that subjects spent 30% of their waking hours each day speaking, 16% reading, 9% writing, ~nd 45% listening. Wilt ( 1949) found that children in elementary school spent 54% of their time listening: As children progress from elementary to middle to high school, listening is required for increasingly more of the school day.Yet, the teaching of listening is often ignored or, at best, inconsistently addressed as an integral part of any school curriculum. Many teachers assume that listening skills develop automatically with other communication skills. In these areas that "develop automatically," however, the exceptional child often has great difficulty. In fact, the little research that has been conducted concerning exceptional students and listening has revealed that the learning disabled do not exhibit "normal" developmental levels of listening comprehension (Bauer, 1977;Kotsonis & Patterson, 1980). In the studies, learning disabled students as compared with "normal" peers remembered less and did not monitor whether they understood what they heard.This difficulty with listening is observed so frequently (if not validated empirically) that the Federal Register's definition of learning disabilities cites disorders in listening as an identifying characteristic of the learning disabled child; Despite this, teachers often expect their learning disabled students to supplement or compensate for poor reading and writing skills with listening via tapes, films, filmstrips, or lecture. Therefore, teachers might be doing their exceptional students a disservice if they do not instruct them in how to be better listeners.

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Attitudes and learning disabilities: A literature review for school psychologists

Horne¹

1982

Psychol. Schs.

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Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.Most learning disabled students spend the major part of the school day within the regular classroom; even before the passage of the "mainstreaming" legislation, McCarthy and McCarthy (1969) estimated that less than 1% of LD students were in special classes. As a consequence, school psychologists must be concerned with the adequacy of classroom interactions. Of critical importance are the attitudes teachers and peers have toward the LD student, since they may affect their ultimate adjustment and performance.The purpose of this presentation is to: (a) review research pertaining to the feelings professionals, peers, and parents have about learning disabled students; and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists must begin to address the attitudinal issue with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.

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Cognitive Training Interventions in Children: Review of a New Approach

Cited by 40 publications

References 37 publications

Cognitive-Behavior Modification: Application With Exceptional Students

Cognitive-Behavior Modification: Application With Exceptional Students

Listening Skills: Teaching Learning Disabled Students to Be Better Listeners

Attitudes and learning disabilities: A literature review for school psychologists

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