Skip to main content
SpringerLink
Log in
SpringerLink
Log in

Thought and Action in Educational Interventions

Cognitive-Behavioral Approaches

  • Chapter
Handbook of Behavior Therapy in Education

Abstract

Schools have always played a major role in the development of children, as a setting in which academic skills and information are acquired and as the context for socialization by teachers and peers. Whereas the former function has been generally recognized as the major goal of the educational system, others (e.g., Hagen, 1973; Zigler & Trickett, 1979) have argued that the school’s socialization function is of equal or even greater importance in terms of the lifelong adjustment of the child.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Abikoff, H., Gittelman, R. (1985). Hyperactive children treated with stimulants: Is cognitive training a useful adjunct? Archives of General Psychiatry, 42, 953–961.

    PubMed  Google Scholar 

  • Achenbach, T. M., Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged 4 through 16. Monographs of the Society for Research in Child Development, Serial No. 188.

    Google Scholar 

  • Bern, S. L. (1967). Verbal self-control: The establishment of effective self-instruction. Journal of Experimental Psychology, 74, 485–491.

    Article  Google Scholar 

  • Block, J. (1978). Effects of a rational-emotive mental health program on poorly achieving high school students. Journal of Counseling Psychology, 25, 61–65.

    Article  Google Scholar 

  • Braswell, L., Kendall, P. C., Braith, J., Carey, M. P., Vye, C. S. (1985). “Involvement” in cognitive-behavioral therapy with children: Process and its relationship to outcome. Cognitive Therapy and Research, 9, 611–630.

    Article  Google Scholar 

  • Braswell, L., Koehler, C, Kendall, P. C. (1985). Attributions and outcomes in child psychotherapy. Journal of Social and Clinical Psychology, 3, 458–465.

    Article  Google Scholar 

  • Brown, A. L., Bransford, J. D., Ferrara, R. A., Campione, J. C. (1983). Learning, remembering, and understanding. In J. Flavell, E. M. Markman (Eds.), Car-michael’s manual of child psychology (Vol. 1). New York: Wiley.

    Google Scholar 

  • Bugental, D. B., Whalen, C. K., Henker, B. (1977). Causal attributions of hyperactive children and motivational assumptions of two behavior-change approaches: Evidence for an interactionist position. Child Development, 48, 874–884.

    Article  Google Scholar 

  • Bugental, D. B., Collins, S., Collins, L., Chaney, L. A. (1978). Attributional and behavioral changes following two behavior management interventions with hyperactive boys: A follow-up study. Child Development, 49, 247–250.

    Article  PubMed  Google Scholar 

  • Camp, B. (1977). Verbal mediation in young aggressive boys. Journal of Abnormal Psychology, 86, 145–153.

    Article  PubMed  Google Scholar 

  • Camp, B., Blom, G., Hebert, F., van Doorninck, W. (1977). “Think aloud”: A program for developing self-control in young aggressive boys. Journal of Abnormal Child Psychology, 5, 157–169.

    Article  PubMed  Google Scholar 

  • Chandler, M. (1973). Egocentrism and antisocial behavior: The assessment and training of social perspective-taking skills. Child Development, 9, 326–443.

    Google Scholar 

  • Chandler, M., Greenspan. S., Barenboim, C. (1974). Assessment and training of role-taking and referential communication skills in institutionalized emotionally disturbed children. Developmental Psychology, 10, 546–553.

    Article  Google Scholar 

  • Combs, M. L., Slaby, D. A. (1977). Social skills training with children. In B. Lahey, A. Kazdin (Eds.), Advances in clinical child psychology (Vol. 1, pp. 161–203). New York: Plenum Press.

    Google Scholar 

  • Conger, J. C., Keane, S. P. (1981). Social skills intervention in the treatment of isolated or withdrawn children. Psychological Bulletin, 90, 478–495.

    Article  PubMed  Google Scholar 

  • Cooley, E. J., Spiegler, M. D. (1980). Cognitive versus emotional coping responses as alternatives to test anxiety. Cognitive Therapy and Research, 4, 159–166.

    Article  Google Scholar 

  • Copeland, A. P. (1983). Children’s talking to themselves: Its developmental significance, function, and therapeutic promise. In P. C. Kendall (Ed.), Advances in cognitive-behavioral research and therapy (Vol. 2, pp. 242–279). New York: Academic Press.

    Google Scholar 

  • Cowen, E. L., Pederson. A., Babigian, H., Izzo, L. D., Trost, M. A. (1973). Long-term follow-up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 41, 438–446.

    Article  PubMed  Google Scholar 

  • Cradock, C, Cotler, S., Jason, L. A. (1978). Primary prevention: Immunization of children for test anxiety. Cognitive Therapy and Research, 2, 389–396.

    Article  Google Scholar 

  • Cummings, L. (1984). Social skills training for withdrawn children: Toward a developmental perspective. Unpublished manuscript, University of Minnesota.

    Google Scholar 

  • Denney, D. R. (1975). The effects of exemplary and cognitive models and self-rehearsal on children’s interrogative strategies. Journal of Experimental Child Psychology, 19, 476–488.

    Article  Google Scholar 

  • Dodge, K. (1985). Attributional bias in aggressive children. In P. C. Kendall (Ed.), Advances in cognitive-behavioral research and therapy (Vol. 4). New York: Academic Press.

    Google Scholar 

  • Ellis, A. (1971). Growth through reason. Palo Alto, CA: Science and Behavior Books.

    Google Scholar 

  • Ellis, A. (1977). How to live with and without anger. New York: Reader’s Digest Press.

    Google Scholar 

  • Forman, S. (1980). A comparison of cognitive training and response cost procedures in modifying aggressive behavior of elementary school children. Behavior Therapy, 11, 594–600.

    Article  Google Scholar 

  • Furman, W. (1980). Promoting social development: Developmental implications for treatment. In B. B. Lahey, A. E. Kazdin (Eds.), Advances in clinical child psychology, (Vol. 3). New York: Plenum Press.

    Google Scholar 

  • Garrison, S. R., Stolberg, A. L. (1983). Modification of anger in children by affective imagery training. Journal of Abnormal Child Psychology, 11, 115–129.

    Article  PubMed  Google Scholar 

  • Genshaft, J. L. (1982). The use of cognitive behavior therapy for reducing math anxiety. School Psychology Review, 11, 31–34.

    Google Scholar 

  • Genshaft, J. L., Hirt, M. (1980). The effectiveness of self-instructional training to enhance math achievement in women. Cognitive Therapy and Research, 4, 91–97.

    Article  Google Scholar 

  • Goodwin, S., Mahoney, M. J. (1975). Modification of aggression through modeling: An experimental probe. Journal of Behavior Therapy and Experimental Psychiatry, 6, 200–202.

    Article  Google Scholar 

  • Gottman, J., Gonso, J., Schuier, P. (1976). Teaching social skills to isolated children. Child Development, 47, 179–197.

    Google Scholar 

  • Graham, S. (1983). The effect of self-instructional procedures on LD students’ handwriting performance. Learning Disability Quarterly, 6, 231–234.

    Article  Google Scholar 

  • Gresham, F. M., Lemanek, K. L. (1983). Social skills: A review of cognitive-behavioral training procedures with children. Journal of Applied Developmental Psychology, 4, 239–261.

    Article  Google Scholar 

  • Gronlund, N. E. (1959). Sociometry in the classroom. New York: Harper.

    Google Scholar 

  • Hagen, O. A. (1973). Changing world, changing teachers. Pacific Palisades, CA: Goodyear.

    Google Scholar 

  • Hallahan, D. P., Sapona, R. (1983). Self-monitoring of attention with learning disabled children: Past research and current issues. Journal of Learning Disabilities, 16, 616–620.

    Article  PubMed  Google Scholar 

  • Harris, K. B., Brown, R. D. (1982). Cognitive behavior modification and informed teacher treatments for shy children. Journal of Experimental Education, 50,137–143.

    Google Scholar 

  • Hartup, W. W. (1970). Peer interaction and social organization. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (Vol. 2, pp. 361–456). New York: Wiley.

    Google Scholar 

  • Hartup, WW (1983). The peer system. In PH Mussen, EM Hetherington (Eds.), Carmichael’s manual of child psychology, (4th ed., Vol. 4). New York: Wiley.

    Google Scholar 

  • Hinshaw, S. P., Henker, B., Whalen, C. K. (1984). Self-control in hyperactive boys in anger-inducing situations: Effects of cognitive-behavioral training and of methylphenidate. Journal of Abnormal Child Psychology, 12, 55–77.

    Article  PubMed  Google Scholar 

  • Hymel, S, Asher, SR(1977). Assessment and training of isolated children’s social skills. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans (ERIC Document Reproduction Service No. ED 136930).

    Google Scholar 

  • Ingram, R., Kendall, P. C. (1986). Cognitive clinical psychology. In R. Ingram (Ed.), Information processing approaches to clinical psychology (pp. 3–22). New York: Academic Press.

    Google Scholar 

  • Jakibchuk, L., Smeriglio, V. L. (1976). The influence of symbolic modeling on the social behavior of preschool children with low levels of social responsiveness. Child Development, 47, 838–841.

    Article  Google Scholar 

  • Kanfer, F. H., Karoly, P., Newman, A. (1975). Reduction of children’s fear of the dark by competence related and situational threat related verbal cues. Journal of Consulting and Clinical Psychology, 43, 251–258.

    Article  PubMed  Google Scholar 

  • Kendall, P. C. (1977). On the efficacious use of verbal self-instructional procedures with children. Cognitive Therapy and Research, 1, 331–341.

    Article  Google Scholar 

  • Kendall, PC (1984a). Cognitive processes and procedures in behavior therapy. In GT Wilson, CM Franks, KD Brownell, PC Kendall, Annual review of behavior therapy (Vol. 9, pp. 132–180). New York: Guilford Press.

    Google Scholar 

  • Kendall, P. C. (1984b). Social cognition and problem solving: A developmental and child-clinical interface. In B. Gholson, T. Rosenthal (Eds.), Applications of cognitive developmental theory (pp. 115–149). New York: Academic Press.

    Google Scholar 

  • Kendall, P. C. (1985). Toward a cognitive-behavioral model of child psychopathology and a critique of related interventions. Journal of Abnormal Child Psychology, 13, 357–372.

    Article  PubMed  Google Scholar 

  • Kendall, P. C. (1987). Cognitive processes and procedures in behavior therapy. In G. T. Wilson, C. M. Franks, P. C. Kendall, J. Foreyt, Review of behavior therapy (Vol. 11). New York: Guilford Press.

    Google Scholar 

  • Kendall, P. C., Braswell, L. (1982a). On cognitive-behavioral assessment: Model, method, and madness. In C. D. Spielberger, J. N. Butcher (Eds.), Advances in personality assessment (Vol. 1, pp. 35–82). Hillsdale, N.J.: Erlbaum.

    Google Scholar 

  • Kendall, P. C., Braswell, L. (1982b). Cognitive-behavioral self-control therapy for children. A components analysis. Journal of Consulting and Clinical Psychology, 50, 672–689.

    Article  Google Scholar 

  • Kendall, P. C., Braswell, L. (1985). Cognitive-behavioral therapy for impulsive children. New York: Guilford Press.

    Google Scholar 

  • Kendall, P. C., Grove, W. (in press). Normative comparisons in therapy outcome. Behavioral Assessment.

    Google Scholar 

  • Kendall, P. C., Korgeski, G. P. (1979). Assessment and cognitive-behavioral interventions. Cognitive Therapy and Research, 3, 1–21.

    Article  Google Scholar 

  • Kendall, P. C., Norton-Ford, J. D. (1982). Therapy outcome research methods. In P. C. Kendall, J. N. Butcher (Eds.), Handbook of research methods in clinical psychology (pp. 429–460). New York: Wiley.

    Google Scholar 

  • Kendall, P. C., Pellegrini, D., Urbain, E. S. (1981). Assessment methods for cognitive-behavioral interventions with children. In P. C. Kendall, S. D. Hollon (Eds.), Assessment strategies for cognitive-behavioral interventions (pp. 227–286). New York: Academic Press.

    Google Scholar 

  • Kendrick, M. J., Craig, K. D., Lawson, D. M., Davidson, P. O. (1982). Cognitive and behavioral therapy for musical performance anxiety. Journal of Consulting and Clinical Psychology, 50, 353–362.

    Article  PubMed  Google Scholar 

  • Kennedy, R. E. (1982). Cognitive-behavioral approaches to the modification of aggressive behavior in children. School Psychology Review, 11, 47–55.

    Google Scholar 

  • Kettlewell, P. W., Kausch, D. F. (1983). The generalization of the effects of a cognitive-behavioral treatment program for aggressive children. Journal of Abnormal Child Psychology, 11, 101–114.

    Article  PubMed  Google Scholar 

  • Ladd, G. W. (1981). Effectiveness of a social learning method for enhancing children’s social interaction and peer acceptance. Child Development, 52, 171–178.

    Article  PubMed  Google Scholar 

  • Ladd, G. W., Mize, J. (1983). A cognitive-social learning model of social-skill training. Psychological Review, 90, 127–157.

    Article  PubMed  Google Scholar 

  • Lahey, B. B., Strauss, C. C. (1982). Some considerations in evaluating the clinical utility of cognitive behavior therapy with children. School Psychology Review, 11, 67–74.

    Google Scholar 

  • Lloyd, J. W., Kosiewicz, M. M., Hallahan. D. P. (1982). Reading comprehension: Cognitive training contributions. School Psychology Review, 11, 35–41.

    Google Scholar 

  • Lochman, J. E., Burch, P. R., Curry, J. F., Lampron, L. B. (1984). Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology, 52, 915–916.

    Article  PubMed  Google Scholar 

  • Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behavior. New York: Liveright.

    Google Scholar 

  • Mahoney, M.J. (1977). Reflections on the cognitive-learning trend in psychotherapy. American Psychologist, 32, 5–13.

    Article  PubMed  Google Scholar 

  • McCullough, J. P., Huntsinger, G. M., Nay, W. R. (1977). Self-control treatment of aggression in a 16-year-old male. Journal of Consulting and Clinical Psychology, 45, 322–331.

    Article  PubMed  Google Scholar 

  • Meador, A. E., Ollendick, T. H. (1984). Cognitive-behavior therapy with children: An evaluation of its efficacy and clinical utility. Child and Family Behavior Therapy, 6, 25–44.

    Article  Google Scholar 

  • Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. New York: Plenum Press.

    Google Scholar 

  • Meichenbaum, D., Asarnow, J. (1979). Cognitive-behavior modification and metacognitive development: Implications for the classroom. In P. C. Kendall, S. D. Hollon (Eds.), Cognitive-behavioral interventions: Theory, research, and procedures. New York: Academic Press.

    Google Scholar 

  • Meichenbaum, D., Goodman, J. (1971). Training impulsive children to talk to themselves. Journal of Abnormal Psychology, 77, 115–126.

    Article  Google Scholar 

  • Meyers, A. W., Cohen, R. (1984). Cognitive-behavioral interventions in educational settings. In P. C. Kendall (Ed.), Advances in cognitive-behavioral research and therapy (Vol. 3, pp. 131–167). New York: Academic Press.

    Google Scholar 

  • Miller, D. T., Weinstein, S. M., Karniol, R. (1978). Effects of age and self verbalization on children’s ability to delay gratification. Developmental Psychology, 14, 569–570.

    Article  Google Scholar 

  • Novaco, R. W. (1975). Anger control: The development and evaluation of an experimental treatment. Lexington, MA: Lexington Books.

    Google Scholar 

  • Pitkanen, L. (1974). The effect of simulation exercises on the control of aggressive behavior in children. Scandinavian Journal of Psychology, 15, 169–177.

    Article  Google Scholar 

  • Robin, A., Armel, S., O’Leary, K. D. (1975). The effects of self-instruction on writing deficiencies. Behavior Therapy, 6, 178–187.

    Article  Google Scholar 

  • Robin, A, Schneider, M, Dolnick, M (1977). The turtle technique: An extended case study of self-control in the classroom. In KD O’Leary, SG O’Leary (Eds.), Classroom management: The successful use of behavior modification (2nd ed.) Oxford: Pergamon Press.

    Google Scholar 

  • Roff, M. (1961). Childhood social interactions and young adult bad conduct. Journal of Abnormal Social Psychology, 63, 333–337.

    Article  Google Scholar 

  • Roff, M., Sells, S. B., Golden, M. M. (1972). Social adjustment and personality development in children. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • Snyder, J., White, M. (1979). The use of cognitive self-instruction in the treatment of behaviorally disturbed adolescents. Behavior Therapy, 10, 227–235.

    Article  Google Scholar 

  • Spivack, G., Piatt, J. J., Shure, M. B. (1976). The problem-solving approach to adjustment. San Francisco: Jossey-Bass.

    Google Scholar 

  • Stark, K. D., Brookman, C. S., Frazier, R. (1988). A comprehensive school-based treatment program for depressed children. Unpublished manuscript, University of Texas, Austin, TX.

    Google Scholar 

  • Toner, I. J., Smith, R. A. (1977). Age and overt verbalization in delay-maintenance behavior in children. Journal of Experimental Child Psychology, 24, 123–128.

    Article  Google Scholar 

  • Ullman, C. A. (1957). Teachers, peers and tests as predictors of adjustment. Journal of Educational Psychology, 48, 257–267.

    Article  Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. New York: Wiley.

    Book  Google Scholar 

  • Wasserman, T. H. (1983). The effects of cognitive development on the use of cognitive-behavioral techniques with children. Child and Family Behavior Therapy, 5, 37–50.

    Article  Google Scholar 

  • Wilson, R. (1984). A review of self-control treatments for aggressive behavior. Behavioral Disorders, 9, 131–140.

    Google Scholar 

  • Wong, B. Y. L. (1985). Issues in cognitive-behavioral interventions in academic skill areas. Journal of Abnormal Child Psychology, 13, 425–442.

    Article  PubMed  Google Scholar 

  • Zigler, E., Trickett, P. K. (1979). The role of national social policy in promoting social competence in children. In M. W. Kent, J. E. Rolf (Eds.), Primary prevention of psychopathology 111: Social competence in children. Hanover, NH: University Press of New England.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Temple University, Philadelphia, Pennsylvania, 19122, USA

    Philip C. Kendall

  2. Kennedy Memorial Hospital for Children, Brighton, Massachusetts, 02135, USA

    Lucinda Cummings

Authors
  1. Philip C. Kendall
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lucinda Cummings
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Joseph C. Witt  & Frank M. Gresham  & 

  2. Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA

    Stephen N. Elliot

Rights and permissions

Reprints and permissions

Copyright information

© 1988 Plenum Press, New York

About this chapter

Cite this chapter

Kendall, P.C., Cummings, L. (1988). Thought and Action in Educational Interventions. In: Witt, J.C., Elliot, S.N., Gresham, F.M. (eds) Handbook of Behavior Therapy in Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-0905-5_15

Download citation

  • DOI: https://doi.org/10.1007/978-1-4613-0905-5_15

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-8238-9

  • Online ISBN: 978-1-4613-0905-5

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation