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Self-Talk and Handicapped Children's Academic Needs: Applications of Cognitive Behavior Modification
Swanson, H. Lee Kozleski, Elizabeth B.
Swanson, H. Lee
Kozleski, Elizabeth B.
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Abstract
This article addresses the practical validity of self-instruction training as an intervention for severely handicapped children. Three issues are addressed: (I) the development of verbal strategies that are adaptable to children with knowledge deficits, (2) the effects of generalization training, and (3) the role of self-talk (verbalization) in self-instruction. Four studies that address these issues are reviewed. The remedial implications of these studies are also discussed.
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1985-07
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Clinical Psychology Publishing Co.
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Swanson, H. L., & Kozleski, E. B. (1985). Self-talk and handicapped children's academic needs: Applications of cognitive behavior modification. Techniques: A Journal of Remedial Education and Counseling, 1(5), 367-379.