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Self-Talk and Handicapped Children's Academic Needs: Applications of Cognitive Behavior Modification
| dc.contributor.author | Swanson, H. Lee | |
| dc.contributor.author | Kozleski, Elizabeth B. | |
| dc.date.accessioned | 2018-01-06T04:59:24Z | |
| dc.date.available | 2018-01-06T04:59:24Z | |
| dc.date.issued | 1985-07 | |
| dc.identifier.citation | 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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/1808/25691 | |
| dc.description.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. | en_US |
| dc.publisher | Clinical Psychology Publishing Co. | en_US |
| dc.title | Self-Talk and Handicapped Children's Academic Needs: Applications of Cognitive Behavior Modification | en_US |
| dc.type | Article | en_US |
| kusw.kuauthor | Kozleski, Elizabeth B. | |
| kusw.kudepartment | Education | en_US |
| kusw.oaversion | Scholarly/refereed, publisher version | en_US |
| kusw.oapolicy | This item does not meet KU Open Access policy criteria. | en_US |
| dc.rights.accessrights | openAccess | en_US |
