This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kamann, M. P. Articles by Wong, B. Y. L. Search for Related Content PubMed PubMed Citation Articles by Kamann, M. P. Articles by Wong, B. Y. L. Social Bookmarking                         What's this?

Inducing Adaptive Coping Self-Statements in Children with Learning Disabilities Through Self-Instruction Training

Michael P. Kamann is a consultant in learning disabilities and gifted education in the school district of Coquitlam, BC, Canada. He obtained his BEd and MA from Simon Fraser University. He is a skilled, caring teacher and advocate for students with learning disabilities.

Bernice Y. L. Wong

Bernice Y. L. Wong is professor in education at Simon Fraser University. She teaches undergraduate and graduate courses in learning disabilities. Currently, she is engaged in a 3-year longitudinal research study in writing instruction with adolescents with LD. Address: Bernice Y. L. Wong, Simon Fraser University, Faculty of Education, Burnaby, BC, Canada V5A 1S6.

This study investigated the efficacy of a coping strategy in reducing math anxiety in children with learning disabilities (LD). The coping strategy was based on cognitive behavior modification (CBM). Twenty children from Grades 4 to 7 participated in the study. Half of them were children with LD and the remaining were normally achieving children. The dependent measures were self-talk data and performance data on math (fraction) problems. Pretest data indicated that normally achieving childen produced substantially more positive self-talk than children with learning disabilities. Subsequent to training in the use of the CBM-based coping strategy, children with LD produced a comparable amount of positive self-talk at posttest as found in normally achieving children. Moreover, there was a moderate, positive correlation between increased positive self-talk and math performance among the children with LD. The results clearly indicated that the children with LD had learned to cope with their math anxiety via a CBM-based strategy. More generally, the results of the study suggest that CBM strategies can be effectively applied to the affective domain. This broader implication and the limitations of the study are discussed.

Journal of Learning Disabilities, Vol. 26, No. 9, 630-638 (1993)
DOI: 10.1177/002221949302600913


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. M. Furner and M. L. Duffy Equity for All Students in the New Millennium: Disabling Math Anxiety Intervention in School and Clinic, November 1, 2002; 38(2): 67 - 74. [PDF]

				B. L. Swaggart Implementing a Cognitive Behavior Management Program Intervention in School and Clinic, March 1, 1998; 33(4): 235 - 238. [Abstract] [PDF]