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ERIC Number: ED253034
Record Type: RIE
Publication Date: 1984-Oct
Pages: 223
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Social Meta-Cognition: The Efficacy of Cognitive Training for Social Adjustment of Learning Disabled Delinquents. Final Report.
Larson, Katherine A.; Gerber, Michael M.
The study tests the efficacy of social meta-cognitive training for enhancing social competence in 34 learning disabled (LD) and 35 non LD low achieving incarcerated delinquents. Ss were randomly assigned to treatment, attention control and test-only control groups. Overt social behavior measures were examined in a pretest-posttest control group design. Cognitive social problem solving measures were examined in a random assignment posttest only control group design. Training focused on impulse control, meta-cognitive awareness (methods for locating and labeling salient features of interpersonal problem situations) and meta-cognitive control skills (effectively using social meta awareness information to create adaptive solutions to perceived problems). Results revealed that significantly more LD and non-LD treatment Ss compared to attention and test-only control Ss, demonstrated improvement on number of institutional negative behavior reports recorded, phase level promotions earned, good days credited, and institutional ratings of progress toward treatment goals. LD and non LD treatment Ss also demonstrated learning of specifically trained metacognitive awareness skills. Both LD and non LD treatment Ss demonstrated some but not practical improvement in generating better quality solutions to novel hypothetical social problems. Meta self-assessment was not enhanced at a statistically significant level by training. Blind staff ratings found many more LD treatment Ss as inproved in behavior and somewhat more non LD treatment Ss improved compared to control Ss. (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: California Univ., Santa Barbara. Graduate School of Education.
Identifiers: N/A
Note: Some Appendixes and charts may not reproduce well due to small print.