Self-instructional training: cognitive behavior modification for remediating arithmetic deficits.

Abstract

Research on self-instructional training (cognitive behavior modification) is reviewed in an attempt to establish a rationale and logic for the use of cognitive-behavioral interventions to remediate the academic deficits of exceptional learners. In addition, an experiment is described that compared self-instructional training plus systematic instruction to systematic instruction. Subjects were 24 educable mentally handicapped (EMH) and 13 learning disabled (LD) students, 9–12 years of age. The students were randomly assigned to either a self-instructional or a contrast group. The results indicated (a) a significant difference in the posttest, in favor of the self-instructional group, on the operations area of the KeyMath Diagnostic Test, (b) an apparent difference in favor of the self-instructional group on the generalization measure, (c) a significant measures effect on each dependent variable, regardless of group, and (d) a significant difference in favor of the LD students. Discussion includes the relevance of a systematic approach to training, a multiple-component explanation of the effect of the self-instructional approach, implications for application, and suggestions for further research.