Effects Of Self-instructional Training Research Articles

The effects of self-instruction training on a deaf child's semantic and pragmatic production

Effects of self-instruction training on the communication skills of a profoundly hearing- impaired child were studied. Self-instruction training included modeling a series of problem-solving steps in order to direct communication production. Communication production was operationalized as signed semantic and pragmatic functions. A multiple baseline was used to assess treatment and generalization (treatment variations of person and setting) effects. There was evidence to suggest that self-instruction was immediately effective on pragmatic behaviors but such behaviors were reduced when another person administered treatment. In contrast, self-instruction training had a gradual influence on semantic behaviors and those effects were maintained when treatment included a different person and setting. Implications of the clinical study were discussed.

Effects of Self-Instructional Training and Strategy Training on a Mathematics Task with Severely Behaviorally Disordered Students

Seven distractible students were given instruction regarding a basic competency in mathematics, the skill to multiply decimal fractions. The effects of two treatment approaches were compared. Strategy training consisted of modeling and prompting attention behaviors and the employment of a specific strategy for solving the problems. Although accuracy rate improved, there were no reliable changes in attention using this procedure. Self-instructional training consisted of modeling, prompting, and the use of self-verbalizations to guide behavior. Attention and accuracy rate improved significantly following self-instructional training. The results provided evidence that self-instructions can enhance performance of distractible students directly in the context of an academic task.

Effects of Self-Instructional Training and Strategy Training on a Mathematics Task with Severely Behaviorally Disordered Students

Seven distractible students were given instruction regarding a basic competency in mathematics, the skill to multiply decimal fractions. The effects of two treatment approaches were compared. Strategy training consisted of modeling and prompting attention behaviors and the employment of a specific strategy for solving the problems. Although accuracy rate improved, there were no reliable changes in attention using this procedure. Self-instructional training consisted of modeling, prompting, and the use of self-verbalizations to guide behavior. Attention and accuracy rate improved significantly following self-instructional training. The results provided evidence that self-instructions can enhance performance of distractible students directly in the context of an academic task.

Effects of self-instructional training on second- and third-grade hyperactive children: a failure to replicate.

Bornstein and Quevillon (1976) demonstrated generalization from a 2-hour self-instructional training session to on-task behavior in the classroom with 4-year-old overactive children. In an attempt to replicate this work with older children, eight 7- and 8-year-old hyperactive children were assigned to either a self-instructional training group or an attention-practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. The level of difficulty of these tasks was varied. The results of Bornstein and Quevillon's (1976) study were not replicated, although the subsequent introduction of a token program significantly increased on-task behavior.