Self-control, study skills development and counseling approaches to the improvement of study behavior

McReynolds, William T.; Church, Alan

doi:10.1016/s0005-7967(73)80013-0

Cited by 27 publications

(18 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They found their program to be effective in improving students' study habits and attitudes from pre-to posttreatment. McReynolds and Church (1973) demonstrated self-reinforcement to be effective in increasing study time, but found that students arc often lax in applying contingent rewards and punishments. The authors state that this deviation in the therapeutic plan can be a major factor in the failure of students to continue in the use of self-reinforcement techniques.…”

Section: Self-monitoringmentioning

confidence: 99%

Toward a multimodal theory of academic underachievement

Krouse

1981

Educational Psychologist

View full text Add to dashboard Cite

Section: Self-monitoringmentioning

confidence: 99%

Toward a multimodal theory of academic underachievement

Krouse

1981

Educational Psychologist

View full text Add to dashboard Cite

“…As outlined in the preceding sections, behavior analysts are obligated to adhere to this code, and there are several solutions for difficulties accessing and consuming new research. However, self-administered contingencies can be challenging to maintain (e.g., McReynolds & Church, 1973). A more encompassing solution for a group of behavior analysts seeking to overcome the aforementioned barriers is for leaders to enrich the environment of their behavior analysts with opportunities to access and consume new research while encouraging the integration of newly supported treatment refinements into routine clinical practice.…”

Section: Suggestions For Systems-level Integrationmentioning

confidence: 99%

Updated Strategies for Making Regular Contact With the Scholarly Literature

Briggs

Mitteer

2021

Behav Analysis Practice

View full text Add to dashboard Cite

The Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020a) states that behavior analysts must provide services based on the published scientific evidence (Code 2.01, "Providing Effective Treatment") and maintain competence by reading relevant scholarly literature (Code 1.06, "Maintaining Competence"). Carr and Briggs (2010) acknowledged several potential barriers that might prevent behavior analysts from pursuing this obligation and offered helpful recommendations for circumventing these barriers. Although the nature of these barriers has primarily stayed the same since the publication of Carr and Briggs, the profession and field have grown more complex over the past decade, and several additional barriers have emerged. Luckily, technological advances and resources recently made available offer additional solutions for behavior analysts to consider adopting. Therefore, the purpose of this article is to provide an update to the strategies described by Carr and Briggs for overcoming barriers related to searching the literature, accessing journal content, and contacting the contemporary literature. In addition, we conclude with how leaders might incorporate the proposed strategies into their organization at a systems-wide level.

show abstract

“…Most often, the problems have involved academic performance or study behavior (e.g. Beneke and Harris, 1972;Doctor etal., 1970;McReynolds, 1973). In spite of these applications, however, relatively little attention has been paid to the common problem of writer's block and procrastination with major work projects in adults.…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Behavioral-cognitive Treatment of Writer's Block

Rosenberg

Lah

1982

Behav. Cogn. Psychother.

View full text Add to dashboard Cite

A behavioral-cognitive intervention, including the use of a schedule, overt and covert reinforcers, and therapist monitoring of progress, was used to treat a graduate student with writer's block. Daily self-recording was used to assess baseline and intervention phases, and indicated that the intervention yielded an immediate and consistent increase in the number of hours of writing, the use of weekdays for writing, and self-rated effectiveness. Clinical considerations involved in the use of the procedure and generalization of the method to other work projects and clients are discussed.The authors wish to thank Dennis Upper, V. A. Medical Center, Brockton, Massachusetts for his helpful comments on earlier drafts of this paper. Portions of this work were completed while the authors were psychology interns at the V. A. Medical Center, Brockton, Massachusetts. Requests for reprints should be addressed to Harold Rosenberg,

show abstract

Self-control, study skills development and counseling approaches to the improvement of study behavior

Cited by 27 publications

References 2 publications

Toward a multimodal theory of academic underachievement

Toward a multimodal theory of academic underachievement

Updated Strategies for Making Regular Contact With the Scholarly Literature

A Comprehensive Behavioral-cognitive Treatment of Writer's Block

Contact Info

Product

Resources

About