Self-Talk and Handicapped Children's Academic Needs: Applications of Cognitive Behavior Modification
نویسندگان
چکیده
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 strategics 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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