Examination of Problem Solving in Learning Disabled Adolescents through Verbalized Self-Instructions-Reference-Cited by-同舟云学术

Examination of Problem Solving in Learning Disabled Adolescents through Verbalized Self-Instructions

Published:1978-11 Issue:4 Volume:1 Page:94-100
ISSN:0731-9487
Container-title:Learning Disability Quarterly
language:en
Short-container-title:Learning Disability Quarterly

Author:

Havertape John F.¹,Kass Corrine E.²

Affiliation:

1. Department of Special Education, University of Nevada-Reno

2. Department of Special Education, University of Arizona-Tucson

Abstract

Problem solving is receiving increased attention from professionals working with learning disabled adolescents because of its obvious relation to success within the secondary school curriculum and life adjustment in the post-school environment. This study examines the problem-solving characteristics of learning disabled adolescents through a paradigm that uses verbalized self-instructions. Havertape and Kass delineate specific characteristics of learning disabled adolescents which differentiate their problem-solving skills from those of their normal peers. Implications for intervention are discussed.

Publisher

SAGE Publications

Subject

Behavioral Neuroscience,General Health Professions,Education

Link

http://journals.sagepub.com/doi/pdf/10.2307/1510982

Reference29 articles.

1. The Effect of Stimulus Change on Attending Behavior in Normal Children and Children with Learning Disorders

2. Verbalization, experimenter presence, and problem solving.

3. Learning Disability Classification by Bayesian Aggregation of Test Results

4. Error Monitoring of Schoolwork by Learning Disabled Adolescents

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3. Using Hypermedia to Improve the Mathematics Problem-Solving Skills of Students with Learning Disabilities;Journal of Learning Disabilities;1996-07

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