Across different countries, age ranges, and assessment regimes, a high level of test anxiety has been identified as posing a risk to student academic achievement and wellbeing. The present study provides a rigorous systematic review of the international evidence on test anxiety interventions in the period 2011-2018. The present review identifies…

Trolling and cyberbullying are predominant behaviors in an internet culture often motivated by a desire to create discord or distress. Despite significant effort, the verbal, psychological, and emotional abuse spurred by individuals who troll or cyberbully is impossible to fully monitor and control. In addition, psychological interventions for…

The relationship between cognitive strategy and theoretical constructs associated with cognitive style, cognitive behavior modification, and metacognition, particularly regarding the education of learning disabled students, is examined. Future research directions, including the relationship between a tactual repertoire and metacognitive status,…

The Institute at Virginia has focused its efforts on learning disability (LD) children with attentional problems with emphasis on cognitive behavior modification techniques. Studies included investigations of metacognition, information processing, self-recording of task-related behavior, and strategy training. Adult-child interactions and…

A program of self-instructional research is presented which incorporates the perspective that developmental theories may be used to understand and design interventions to remediate dysfunctional behavior in children. This is followed by recent applications of this program to the issue of impulsivity. (Author/GK)

The review examines cognitive strategy training and self-instructional training with learning disabled children. Discrepancies between potential and performance, cognitive behavior modification, the promotion of active self-regulatory learning styles in arithmetic and reading, and methodological issues and future directions are discussed.…

Seventy mentally retarded students, successfully taught to conserve number and substance in the Piagetian sense, resisted attempts at extinction but were unable to generalize to other conservation tasks. (Author)

The paper reviews the origins and applications of cognitive behavior modification (CBM), an approach involving exceptional students in their own behavior change. Contributions to CBM are traced from behavior modification, cognitive psychology, and instructional theory and research. Applications (training self-instruction and problem solving) are…

The article points out that the label "cognitive" has been used to designate five substantially different approaches to learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. Despite the similar label, the instructional interventions of these approaches…

Improving health behavior through decision-making approaches is both a legitimate and important goal of health education. A decision-making model provides a basis for evaluating health problems in the context of knowledge, values, and attitudes. (JD)

The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)

Twenty studies using cognitive-behavioral interventions to influence social behavior of children and adolescents were critically reviewed, using six criteria: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. It is concluded that cognitive-behavioral…

Summarizes research on the effects of stimulant medication on children with Attention Deficit/Hyperactivity Disorder (AD/HD). Concludes that medication alone is not enough, its benefits should not be oversold, and it is not the solution for everyone. Encourages educators to participate in interventions for children with AD/HD. (MKA)

The historical development of special education in Germany is summarized. Four cognitive teaching methods for special education are described: cognitive behavior modification with a focus on problem solving and metacognition, intelligence training based on inductive thinking, application of Piagetian concepts, and dynamic testing. (Author/JDD)

The article reviews the research on cognitive behavior modification (CBM) training with exceptional learners and procedures which are similar to cognitive training. Areas covered include impulsive behavior, academic performance, and maintenance and transfer of training. (PHR)