Citation

Hux K, Reid R, Lugert M. Appl. Cogn. Psychol. 1994; 8(3): 259-271.

Copyright

(Copyright © 1994, John Wiley and Sons)

DOI

10.1002/acp.2350080305

PMID

unavailable

Abstract

The teaching of cognitive strategies is a potentially effective intervention technique for some students with acquired neurological injuries; however, educators have only infrequently reported on the systematic application of cognitive strategies to the academic challenges of this population. This study represents such an attempt by investigating the effects of a self-instruction strategy on the academic performance of a student with acquired neurological damage. The intervention programme pertained to performing 2-digit by 1-digit multiplication problems and consisted of: (1) a six-step multiplication procedure; (2) self-instruction cues; and (3) procedural prompts. The intervention package resulted in improved performance on the multiplication task with levels being maintained despite fading of procedural prompts and self-instruction cues. Results are discussed in terms of implications for training and future research.

Language: en