Self‐instruction training following neurological injury

Karen A Hux, Robert Reid, Meredith Lugert

Research output: Contribution to journalArticle

9 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)259-271
Number of pages13
JournalApplied Cognitive Psychology
Volume8
Issue number3
DOIs
StatePublished - 1994

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Cues
Students
Wounds and Injuries
Teaching
Population
Prompts
Cognitive Strategies
Procedural
Damage
Academic Performance
Educators

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

Cite this

Self‐instruction training following neurological injury. / Hux, Karen A; Reid, Robert; Lugert, Meredith.

In: Applied Cognitive Psychology, Vol. 8, No. 3, 1994, p. 259-271.

Research output: Contribution to journalArticle

Hux, Karen A ; Reid, Robert ; Lugert, Meredith. / Self‐instruction training following neurological injury. In: Applied Cognitive Psychology. 1994 ; Vol. 8, No. 3. pp. 259-271.
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