Effects of cognitive training on academic and on-task behavior of hyperactive children
作者： Marie I. Cameron , Viviane M. J. Robinson
DOI: 10.1007/BF00916384
关键词: Developmental psychology 、 Academic achievement 、 Cognitive training 、 Self-control 、 Cognition 、 Poison control 、 Behavior change 、 Multiple baseline design 、 Psychology 、 Cognitive development
摘要: A cognitive training program that taught both self-instructional and self-management skills was used with three 7-to 8-year-old hyperactive children. multiple baseline across individuals design to evaluate the effects of on on- task behavior math accuracy. There were significant changes in accuracy for all subjects, two subjects showed improvements behavior. Evidence suggesting generalization untrained behaviors shown by an increase self-correction oral reading subjects. The results suggest specifically designed promote classroom tasks can improve academic achievement
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