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Peer reviewedDeffenbacher, Jerry L.; Payne, Dennis M. – Journal of Counseling Psychology, 1977
An in vivo procedure for relaxation as self-control and a procedure for self-control modification of desensitization were compared to a no-treatment control. Results showed modified desensitization, compared to the control, significantly decreased communication anxiety and fear of negative evaluation and significantly increased assertiveness.…
Descriptors: College Students, Communication Problems, Relaxation Training, Research Projects
Download full textBrown, Ann L.; Palincsar, Annemarie Sullivan – 1982
Using a definition of metacognition that distinguishes between knowledge about cognition and regulation of cognition, this paper discusses the role of metacognition in the identification and categorizing of students with learning problems. Following this discussion, the paper describes three types of cognitive skills training studies--blind,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Disabilities, Metacognition
Barrios, Billy A.; And Others – 1976
Cognitive and conditioning models of cue-controlled relaxation as well as the relative efficacy of applied relaxation and cue-controlled relaxation in alleviating test anxiety were investigated. Test anxious subjects (N=18) received either applied relaxation, cognitive cue-controlled relaxation, or conditioned cue-controlled relaxation. Between…
Descriptors: Behavior Change, College Students, Coping, Females
Peer reviewedFerretti, Ralph P.; And Others – Research in Developmental Disabilities, 1993
This analysis of the effects of self-management training on the acquisition, maintenance, and generalization of skills of persons with mental retardation found self-management training to be useful in promoting the maintenance of behavior change first effected by external control procedures. Training effectiveness may depend upon the cognitive and…
Descriptors: Behavior Change, Behavior Modification, Generalization, Instructional Effectiveness
Litrownik, Alan J. – 1978
The purpose of the project was to develop and evaluate a training program in self regulatory skills with approximately 40 trainable mentally retarded students (TMR) (mean age 18 years) and to determine the effect of the acquired self regulatory skills on task performance and self concept. In Phase 1, six preliminary studies attempted to determine…
Descriptors: Exceptional Child Research, Generalization, Learning Processes, Moderate Mental Retardation
Wheeler, John J.; And Others – Education and Training in Mental Retardation, 1988
Social skills training and self-monitoring were used to remediate socially inappropriate behaviors of a man with Down Syndrome in a supported competitive employment setting. Social behaviors of the moderately mentally retarded man were improved and maintained over a 38-week period, as trainer support was systematically faded over time. (Author/JDD)
Descriptors: Adults, Behavior Modification, Case Studies, Downs Syndrome
Irvine, A. Blair; And Others – Education and Training in Mental Retardation, 1992
This report describes a self-management skills intervention utilizing a picture schedule for four high school students with moderate to severe mental retardation. The program was initiated at school and continued at home with different tasks. Students continued to successfully use the schedules on follow up after summer vacation. (DB)
Descriptors: Daily Living Skills, Generalization, High Schools, Intervention
