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Related Experiment Videos

Self-instruction and learning disabilities: maintenance, generalization, and subject characteristics

K Steele, J Barling

    The Journal of General Psychology
    |January 1, 1982
    PubMed
    Summary

    Self-instructional training improved perceptual deficits in learning-disabled children. However, benefits did not extend to academic performance or classroom behavior, highlighting the specificity of this intervention.

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    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Cognitive Behavioral Interventions

    Background:

    • Learning disabilities often involve perceptual deficits.
    • Self-instructional training (SIT) is a cognitive strategy aimed at improving self-regulation.
    • The efficacy of SIT for perceptual deficits in children requires further investigation.

    Purpose of the Study:

    • To evaluate the impact of self-instructional training on perceptual deficits in children with learning disabilities.
    • To determine if improvements in perceptual skills generalize to academic performance and classroom behavior.
    • To explore the relationship between self-regulation characteristics and the use of self-verbalizations.

    Main Methods:

    • A randomized controlled trial involving 29 learning-disabled children (mean age 9.70 years).

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  • Participants were assigned to a self-instruction group, an attention-placebo control group, or a control group.
  • Analyses of covariance were used to assess treatment effects at post-testing and maintenance testing.

    • Main Results:

    • Significant improvements in perceptual deficits were observed in the self-instruction group at post- and maintenance testing.
    • No generalization of treatment effects was found for academic performance or classroom behavior.
    • Overt self-verbalizations were linked to direct treatment effects, with children internal locus of control using them more frequently.

    Conclusions:

    • Self-instructional training effectively addresses perceptual deficits in learning-disabled children.
    • The benefits of SIT for perceptual deficits appear specific and do not automatically transfer to academic or behavioral outcomes.
    • Individual characteristics, such as locus of control, may influence the effectiveness and application of self-regulation strategies.