An examination of the role of metacognitive thinking (a secondary level of understanding in which an individual shows knowledge of his/her own cognitive process and products) in the cognitive training of exceptional students is presented. (PHR)

The article provides a rationale for the consideration of the processing differences of exceptional learners and discusses how these differences influence the development of the skills necessary for normal school achievement. (PHR)

The article focuses on models of the causal ascriptive processes in relation to the education of exceptional learners. The model the authors found most useful includes four dimensions of causal attributions, i.e., causes vary in the degree to which they are internal, volitional, mutable, and predictable. (PHR)

The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)

The article examines the nature of performance deficits in exceptional learners as they relate to the ability to perform complex cognitive tasks. (PHR)

The article reviews the research on cognitive behavior modification (CBM) training with exceptional learners and procedures which are similar to cognitive training. Areas covered include impulsive behavior, academic performance, and maintenance and transfer of training. (PHR)

The article reviews cognitive training for modifying social behaviors among handicapped children. The use of self-evaluation/instruction strategies is explored including such areas as locus of control and generalization and maintenance of appropriate behaviors. (PHR)

Research evidence relative to three intervention strategies (medication, behavior modification, and cognitive training) was examined to determine the intervention effects on handicapped students' performance in personal/social, psychological processing, and educational skills domains. (PHR)

The author reviews the contributions of the previous authors (EC 124 952-960) who emphasized self-instruction, self-assessment, and the more complex problem solving cognitive skills in teaching exceptional children. (PHR)