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Remediation of impulsivity in learning disabled children by special education resource teachers using verbal self‐instruction
Author(s) -
Graybill Daniel,
Jamison Michael,
Swerdlik Mark E.
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198404)21:2<252::aid-pits2310210218>3.0.co;2-i
Subject(s) - psychology , impulsivity , special education , learning disability , learning disabled , test (biology) , matching (statistics) , developmental psychology , resource (disambiguation) , mathematics education , paleontology , computer network , statistics , mathematics , computer science , biology
Special education resource teachers trained impulsive learning disabled children to use Verbal Self‐Instruction (VSI) to decrease the children's impulsivity. Sixteen LD children enrolled in special education resource rooms were identified as impulsive on the basis of the Matching Familiar Figures Test and ratings by regular classroom teachers. Eight children received four weeks of VSI training from their resource teachers, while the other eight served as controls. Results were that the children trained with VSI showed reductions in impulsivity on the Matching Familiar Figures Test, but not in ratings by regular classroom teachers. Implications for the effectiveness of VSI programs for impulsive children are discussed.