Cognitive Training with Learning-Disabled Pupils

  • Barbara K. Keogh
  • Robert J. Hall
Chapter
Part of the Applied Clinical Psychology book series (NSSB)

Abstract

Considering the broad array of symptoms and conditions that characterize children identified as exceptional, it is reasonable to hypothesize that learning-disabled children are likely candidates for cognitive training programs. Learning-disabled children learn many things well, yet show puzzling patterns of inconsistency in achievement and performance. Their school work may be satisfactory one day but dramatically inadequate the next; they may be deficient in reading but do average work in arithmetic; they may be attentive and task-directed at one moment, but erratic and distracted the next. It is these very inconsistencies that, although puzzling, provide the intuitive basis for the belief that learning-disabled children would profit from cognitive training techniques. Said directly, if learning-disabled children can learn and perform well in some situations, they may be helped through cognitive training to learn and perform well in many situations.

Keywords

Cognitive Behavior Modification Reading Comprehension Cognitive Training Attack Strategy Skilled Behavior 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1984

Authors and Affiliations

  • Barbara K. Keogh
    • 1
  • Robert J. Hall
    • 2
  1. 1.Special Education Research Program, Graduate School of EducationUniversity of CaliforniaLos AngelesUSA
  2. 2.Department of Educational PsychologyTexas A & M UniversityCollege StationUSA

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