By Donald Meichenbaum (auth.), Benjamin B. Lahey, Alan E. Kazdin (eds.)
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Self-Instructional Training Since both the empirical research and clinical data on selfinstructional training with children has recently been reviewed in detail (Craighead, Craighead-Wilcoxon, & Meyers, 1978; Karoly, 1977; Kendall, 1977; Meichenbaum, 1977), the present focus will be on the developmental research and theory that gave impetus to the self-instructional procedure. With this as background information we can then summarize the empirical studies that have evaluated the efficacy of the selfinstructional training regimen.
Human Development 1972, 15, 13-57. 2 Generalization Processes in Child Behavior Change ROBERT ROBERT G. M. WAHLER, BERLAND, AND THOMAS D. COE The concept generalization has always been a prevalent feature of discussions on human behavior. Since the earliest psychological writings, theorists have guessed at the process by which people appear to transcend boundaries that supposedly govern their actions. Arguments concerning the process have usually run something like this: Human behavior is best understood as a set of specific units;-units of overt responses, units of measurable internal events, and units of environmental events.
9). New York: Academic Press, 1974. , & Santrock, J. Studies in the self-regulation of behavior: Effects of contingent cognitive and affective events. Developmental Psychology, 1976,12,334-348. , & Malaby, J. Increasing and maintaining assignment completion with teacher and pupil controlled individual contingency programs: Three case studies. Psychology, 1974, 11, 1-7. TEACHING CHILDREN SELF-CONTROL 31 Meichenbaum, D. Theoretical and treatment implications of developmental research on verbal control of behavior.
Advances in Clinical Child Psychology by Donald Meichenbaum (auth.), Benjamin B. Lahey, Alan E. Kazdin (eds.)