ERIC Number: ED175569
Record Type: Non-Journal
Publication Date: 1979-Apr
Reference Count: N/A
The Effects of Cognitive Modification and Informed Teachers on Communication Apprehension in Children.
Garrison, Karen R.; Brown, Robert D.
This study investigated the effects of two treatment conditions--cognitive modification and informed teachers--on communication apprehension in children in grades 4, 5 and 6. The subjects were 109 students who scored one standard deviation or higher above the mean for their grade level on the Measure of Elementary Communication Apprehension (MECA). The students were assigned to one of three treatment conditions: (1) control; (2) informed teacher (in which the teacher was given a written explanation of communication anxiety (CA), was notified which of his or her students were high in CA; and was given written suggestions for dealing with CA in the classroom), and (3) cognitive modification (an approach combining systematic desensitization and cognitive restructuring). The cognitive modification treatment sessions consisted of ten 45-minute sessions over a period of five weeks. The MECA was used as a post treatment measure of failed. These results indicate a relation between how children organize or tests indicated that cognitive modification significantly reduced communication apprehension, while informed teachers did not. Grade level and interaction effects were not significant. Both teachers and students found the time spent in the CM classes worthwhile. Results suggest that removing students from regular classroom activities to participate in a CM class can be justified to parents, teachers, and administrators. (Author/SS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A