In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

A correspondence training procedure was used to develop consistency between children's verbalizations and subsequent behavior across increasingly remote settings and time. Generalization was obtained in the absence of any salient externally imposed contingencies after Ss had reliably come under control of verbalizations about preschool behaviors.…

The effectiveness of strategy training programs that differed in the degree of subject self management required on the verbal abstraction performance of 80 educable mentally retarded children and adolescents was compared. In terms of acquisition, all three training conditions, irrespective of the degree of self management required, were superior…

Addresses the practical validity of self-instruction training as an intervention for severely disabled children. Three issues are examined: (1) the development of verbal strategies adaptable to children with knowledge deficits, (2) the effects of generalization training, and (3) the role of self-talk (verbalization) in self-instruction. Four…

The purpose of the study was (1) to examine the results from a two-association perceptual-motor task as to their implications for Luria's theory about the development of verbal control of non-verbal behavior; (2) to explore the effects of various learning experiences upon this development. The sample consisted of 20 randomly selected children in…

Verbalization helps children to develop self-regulated learning of cognitive skills. It can improve children's attention to task-relevant features and can enhance coding, storage, and retention of materials. As a systematic approach for improving learning, it can raise self-efficacy. (JAZ)

The study's results showed that the self-instruction procedure used by four severely retarded adults led to improved vocational skills as indicated by increased work production rates and a concomitant decrease in the number of errors. (Author/DB)

Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of understanding the influence of subject characteristics in self-control studies, while often ignored in actual research, has been repeatedly advocated verbally. This paper presents a study designed…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author suggests that model weaknesses include its emphasis on language and cognitive processes, the questionable validity of the effectiveness of self-instruction techniques with lower functioning persons, and the mixed evidence for training generalization…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author sees parallels between Whitman's model and ideas of L. Vygotsky but also such differences as Whitman's focus on linguistic systems contrasted with Vygotsky's focus on the practice or activity of using language. (DB)

Seven papers address the teaching of self-management skills to disabled persons in supported employment settings. In "Competitive Employment: Teaching Mentally Retarded Employees to Maintain Their Work Behavior," (Frank Rusch and others), external cues managed by job coaches are contrasted to self-generated cues leading to employee self…

The investigation assessed effects of a self-management training program on the production rates of four severely mentally retarded workers. The program comprised self-instructions, goal setting, and self-reinforcement. Results indicated that the program substantially improved the production rates for all workers for up to three months. (Author/DB)

Compared were two samples of 173 and 95 aggressive and normal 5- to 8-year-old boys on measures of verbal and cognitive development. Aggressive boys were significantly lower than normal boys on nonverbal tests but not on verbal tests. The pattern of test performance which distinguished aggressive and normal was consistent with the hypothesis that…