Self-instruction and learning disabilities: maintenance, generalization, and subject characteristics.
The present study assessed the effects of self-instructional training on learning-disabled children's perceptual deficits. Twenty-nine children (M age = 9.70 years) were assigned randomly to a control (n = 10), an attention-placebo control ( = 9), and self-instruction group (n = 10). Analyses of covariance (with the pretest score as the covariate) yielded significant treatment effects at post- and maintenance testing, although there was no evidence whatsoever of any generalization to academic performance of classroom behavior. Analysis of the frequency of overt self-verbalizations at post- and maintenance testing further suggested the efficacy of self-instructions for direct treatment effects. Finally, the importance of S characteristics in self-regulation programs was emphasized: Children with an internal locus of control orientation tended to use overt self-verbalizations most frequently.
D000293:Adolescent; D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000534:rehabilitation*; D008297:Male; D009048:Motor Skills; D010468:Perceptual Disorders / Q000523:psychology