title: Motivational readiness and the participation of children with learning and behavior problems in psychoeducational decision making.
abstract: Efficacy of a brief cognitive-affective intervention to enhance motivational readiness for participating in a psychoeducational decision-making conference was explored. Although outcomes specific to the preconference intervention were not found, findings of relevance to the hypothesized positive relationship between motivational readiness and actual participation in decision making are reported. The positive and negative findings are discussed in terms of implications for enhancing motivational readiness and for understanding the limited impact of skill training to improve participation and decision making.
authors.affiliation: Department of Psychology, University of California, Los Angeles 90024-1563.
authors.forename: H S
authors.initials: HS
authors.lastname: Adelman
authors.forename: V M
authors.initials: VM
authors.lastname: MacDonald
authors.forename: P
authors.initials: P
authors.lastname: Nelson
authors.forename: D C
authors.initials: DC
authors.lastname: Smith
authors.forename: L
authors.initials: L
authors.lastname: Taylor
mesh_terms: D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology* / Q000534:rehabilitation; D002675:Child, Preschool; D003657:Decision Making; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000534:rehabilitation; D008297:Male; D009042:Motivation