Abstract
Cognitive self-instructional (CSI) programs have been successful in improving problem-solving skills in many, but not all, children. The importance of directing the most efficacious treatment toward particular groups of children is discussed. In a treatment analogue study, 15 children received CSI training and 15 were in an attention control group. The CSI group improved more than the control group on the Porteus Mazes; both groups improved over time on other measures. Cognitive maturity, personal attributions of causality, private speech, and therapist ratings were related for the CSI group to improvement on the Porteus Mazes but not the other measures. These same subject variables, especially the attribution measure, were related for the control group to all outcome measures. Prediction and detection of treatment versus practice effects are discussed.
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Reference Notes
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The research was supported by a Kent State University faculty summer research grant. The second author was supported by grant NSFURP SPI 7826936. A version of this paper was presented at the 1980 meeting of the Eastern Psychological Association. The authors would like to thank Lauren Godes, Deborah Hoge, Chris Markz, and Sally Stephen for their help in collecting the data.
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Copeland, A.P., Hammel, R. Subject variables in cognitive self-instructional training. Cogn Ther Res 5, 405–420 (1981). https://doi.org/10.1007/BF01173692
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DOI: https://doi.org/10.1007/BF01173692