Abstract
Recent research has supported the hypothesis that poor performance among learning-disabled (LD) children is frequently the result of deficits in self-regulation of strategic behaviors, rather than structural or ability deficits. As a result, cognitive-behavior modification (CBM) techniques that emphasize development of self-regulation through self-verbalizations (private speech) have been strongly recommended. The present study examined the natural occurrence of regulatory private speech among LD and normally achieving children during problem solving, as well as the effects of CBM training on private speech and task performance. Results indicated significant deficiencies in private speech and task performance among LD children; CBM training resulted in significant improvements. These results provide further verification of deficits in self-regulation of cognitive activity among LD children and import implications for intervention.
Similar content being viewed by others
References
Beaudichon, J. (1973). Nature and instrumental function of private speech in problem solving situations.Merrill-Palmer Quarterly, 19, 117–131.
Bryan, T., Pearl, R., Donahue, M., Bryan, J., & Pflaum, S. (1983). The Chicago Institute for the study of learning disabilities.Exceptional Education Quarterly, 4, 1–22.
Connor, F. P. (1983). Improving school instruction for learning disabled children: The Teacher's College Institute.Exceptional Education Quarterly, 4, 23–44.
Fuson, K. C. (1979). The development of self-regulating aspects of speech: A review. In G. Zivin (Ed.),The development of self-regulation through private speech (pp. 135–218). New York: Wiley.
Hallahan, D. P., Kneedler, R. D., & Lloyd, J. W. (1983a). Cognitive behavior modification techniques for learning disabled children: Self-instruction and self-monitoring. In J. D. McKinney & L. Feagans (Eds.),Current topic in learning disabilities (Vol. 1) (pp. 207–244). New York: Ablex.
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., & Loper, A. (1983b). Academic problems. In R. J. Morris & T. R. Kratochwill (Eds.),Practice of child therapy: A textbook of methods (pp. 113–141). New York: Pergamon Press.
Hallahan, D. P., & Reeve, R. E. (1980). Selective attention and distractability. In B. K. Keogh (Ed.),Advances in special education: Basic constructs and theoretical orientations (Vol. 1, pp. 84–107). Greenwich, Connecticut: JAI Press.
Harris, K. R. (1982). Cognitive behavior modification: Application with exceptional students.Focus on Exceptional Children, 15, 1–16.
Harris, K. R., & Brown, R. (1982). Cognitive-behavior modification and informed teacher treatments for shy children.Journal of Experimental Education, 50, 137–143.
Kendall, P. C., & Finch, A. J. (1979). Analyses of changes in verbal behavior following a cognitive-behavioral treatment for impulsivity.Journal of Abnormal Child Psychology, 7, 455–463.
Kendall, P. C., & Hollon, S. D. (1981). Assessing self-referent speech: Methods in the measurement of self-statements. In P. C. Kendall & S. D. Hollon (Eds.),Assessment strategies for cognitive-behavioral interventions (pp. 85–118). New York: Academic Press.
Keogh, B. K., & Glover, A. T. (1980). The generality and durability of cognitive training effects.Exceptional Education Quarterly, 1, 75–82.
Klein, W. L. (1964). An investigation of the spontaneous speech of children during problem-solving (Doctoral dissertation, The University of Rochester, 1964).Dissertation Abstracts, 25, 2031. (University Microfilms No. 64-9240).
Kohlberg, L., Yeager, J., & Hjertholm, E. (1968). Private speech: Four studies and a review of theories.Child Development, 39, 691–736.
Luria, A. R. (1961).The role of speech in the regulation of normal and abnormal behavior (J. Tizard, Trans.). New York: Liveright.
Meichenbaum, D. (1976). Cognitive factors as determinants of learning disabilities: A cognitive-functional approach. In R. Knights & D. Bakker (Eds.),The neuropsychology of learning disorders: Theoretical approaches (pp. 423–442). Baltimore: University Park Press.
Meichenbaum, D. (1977).Cognitive behavior modification: An integrative approach. New York: Plenum Press.
Meichenbaum, D. (1980, October).Teaching thinking: A cognitive behavioral perspective. Paper presented to the NIE-LRDC Conference on Thinking and Learning Skills, Pittsburgh.
Meichenbaum, D., & Goodman, S. (1979). Clinical use of private speech and critical questions about its study in natural settings. In G. Zivin (Ed.),The development of self-regulation through private speech (pp. 325–360). New York: Wiley.
Roberts, R. N. (1979). Private speech in academic problem-solving: A naturalistic perspective. In G. Zivin (Ed.),The development of self-regulation through private speech (pp. 295–324). New York: Wiley.
Shepard, L. A., Smith, M. L., & Vojir, C. P. (1983). Characteristics of pupils identified as learning disabled.American Educational Research Journal, 20, 309–331.
Torgesen, J. K. (1980). Conceptual and educational implications of the use of efficient task strategies by learning disabled children.Journal of Learning Disabilities, 13, 19–26.
Torgesen, J. K. (1982). The learning disabled child as an inactive learner: Educational implications.Topics in Learning and Learning Disabilities, 2, 45–52.
Torgesen, J. K., & Kail, R. V. (1980). Memory processes in exceptional children. In B. K. Keogh (Ed.),Advances in special education (Vol. 1, pp. 50–83). Greenwich, Connecticut: JAI Press.
Vygotsky, L. S. (1962).Thought and language (E. Hanfman & G. Vakar, Eds. and trans.). Cambridge, Massachusetts: M.I.T. Press. (Original work published 1934)
Wong, B. Y. L. (Ed.). (1982). Metacognition and learning disabilities [Special issue].Topics in Learning and Learning Disabilities, 2(1).
Wozniack, R. I. (1972). Verbal regulation of motor behavior: Soviet research and non-Soviet replications.Human Development, 15, 13–57.
Zivin, G. (Ed.). (1979).The development of self-regulation through private speech. New York: Wiley.
Author information
Authors and Affiliations
Additional information
The author would like to thank Gerald Halpin, Glennelle Halpin, and Ronhie Wilbur for their assistance throughout this study.
Rights and permissions
About this article
Cite this article
Harris, K.R. The effects of cognitive-behavior modification on private speech and task performance during problem solving among learning-disabled and normally achieving children. J Abnorm Child Psychol 14, 63–76 (1986). https://doi.org/10.1007/BF00917222
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF00917222