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学术技能领域认知行为干预中的问题。

Issues in cognitive-behavioral interventions in academic skill areas.

作者信息

Wong B Y

出版信息

J Abnorm Child Psychol. 1985 Sep;13(3):425-41. doi: 10.1007/BF00912726.

DOI:10.1007/BF00912726
PMID:4045011
Abstract

In this paper, conceptual and methodological issues within three phases of CBM interventions in academic skills are analyzed: Acquisition, evaluation, and generalization. The goal of such analysis is threefold: To enhance understanding of observed problems, clarify specific conceptual issues, and highlight areas that need more conceptual clarification and more research.

摘要

本文分析了学术技能领域基于课程的测量（CBM）干预三个阶段中的概念和方法问题：习得、评估和泛化。这种分析的目标有三个：增进对所观察到问题的理解，澄清具体的概念问题，并突出需要更多概念澄清和更多研究的领域。

相似文献

1
Issues in cognitive-behavioral interventions in academic skill areas.学术技能领域认知行为干预中的问题。
J Abnorm Child Psychol. 1985 Sep;13(3):425-41. doi: 10.1007/BF00912726.
2
Cognitive-behavioral interventions for increasing motivation.用于增强动机的认知行为干预措施。
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3
The logical status of metacognitive training.元认知训练的逻辑地位。
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A multistudy analysis of socioeconomic status (SES) and the measures and outcomes of cognitive-behavioral treatment with children.一项关于社会经济地位（SES）以及儿童认知行为治疗的措施与结果的多项研究分析。
J Abnorm Child Psychol. 1982 Sep;10(3):443-9. doi: 10.1007/BF00912332.
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[Behavior therapy in pediatrics].[儿科中的行为疗法]
Monatsschr Kinderheilkd. 1984 Nov;132(11):825-41.
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Learning disabilities and cognitive strategies: a case for training or constraining problem solving?学习障碍与认知策略：培训还是限制问题解决能力的实例？
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Application of the "generalization map" to a self-control intervention with school-aged children.“通用地图”在针对学龄儿童的自我控制干预中的应用。
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Conceptual, methodological, and clinical issues in cognitive-behavioral assessment.认知行为评估中的概念、方法和临床问题。
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The effects of cognitive-behavior modification on private speech and task performance during problem solving among learning-disabled and normally achieving children.认知行为矫正对学习障碍儿童和正常儿童在解决问题过程中的内部言语及任务表现的影响。
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引用本文的文献

1
Conceptual, methodological, and clinical issues in cognitive-behavioral assessment.认知行为评估中的概念、方法和临床问题。
J Abnorm Child Psychol. 1985 Sep;13(3):373-90. doi: 10.1007/BF00912723.
2
Cognitive training in academically deficient ADDH boys receiving stimulant medication.
J Abnorm Child Psychol. 1988 Aug;16(4):411-32. doi: 10.1007/BF00914172.

本文引用的文献

1
An implicit technology of generalization.一种隐含的泛化技术。
J Appl Behav Anal. 1977 Summer;10(2):349-67. doi: 10.1901/jaba.1977.10-349.
2
Self-instructional training: cognitive behavior modification for remediating arithmetic deficits.
Except Child. 1983 Sep;50(1):54-60. doi: 10.1177/001440298305000107.
3
Training impulsive children to talk to themselves: a means of developing self-control.训练冲动型儿童进行自我对话：一种培养自我控制能力的方法。
J Abnorm Psychol. 1971 Apr;77(2):115-26. doi: 10.1037/h0030773.
4
The effects of cognitive-behavior modification on private speech and task performance during problem solving among learning-disabled and normally achieving children.认知行为矫正对学习障碍儿童和正常儿童在解决问题过程中的内部言语及任务表现的影响。
J Abnorm Child Psychol. 1986 Mar;14(1):63-76. doi: 10.1007/BF00917222.