@article{ref1,
title="Self-instruction training following neurological injury",
journal="Applied cognitive psychology",
year="1994",
author="Hux, Karen and Reid, Robert and Lugert, Meredith",
volume="8",
number="3",
pages="259-271",
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.<p /><p>Language: en</p>",
language="en",
issn="0888-4080",
doi="10.1002/acp.2350080305",
url="http://dx.doi.org/10.1002/acp.2350080305"
}