Abstract
Cognitive behavior modification (CBM) techniques have been successful in changing the behavior of learning disabled children in specific situations. Little success, however, has been achieved in changing the cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. It is suggested that CBM researchers now need to assess CBM programs that are designed to have broader cognitive impact. Some conceptual and programmatic guidelines for what constitutes a greater cognitive emphasis are presented.
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