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The effects of cognitive and meta-co...

Moench, Judy Norine.

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The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders./
作者:	Moench, Judy Norine.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-07, Section: B, page: 3677.
Contained By:	Dissertation Abstracts International59-07B.
標題:	Psychology, Behavioral. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ29083
ISBN:	0612290832

The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.
Moench, Judy Norine.

The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders. - 129 p.

Source: Dissertation Abstracts International, Volume: 59-07, Section: B, page: 3677.

Thesis (Ph.D.)--University of Alberta (Canada), 1998.

Research suggests the most common problem among children diagnosed as behaviorally disordered is aggressive behavior, and this behavior is on the rise. Teachers and administrators must ensure effective behavior programming for students. In order

ISBN: 0612290832Subjects--Topical Terms:

1017677
Psychology, Behavioral.

The effects of cognitive and meta-cognitive strategy instruction in decreasing inappropriate behavior in elementary aged students with behavior disorders.
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500 $a Adviser: R. Mulcahy.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 1998.
520 $a Research suggests the most common problem among children diagnosed as behaviorally disordered is aggressive behavior, and this behavior is on the rise. Teachers and administrators must ensure effective behavior programming for students. In order
520 $a The sample was 26 students labeled as behavior disordered who were attending four elementary district sites for behaviorally disordered students within a large urban school system. Data were collected by teachers and parents using rating scales
520 $a The six-month study utilized a Pre-test/Post-test Control Group Design. The Pre-test and Post-test data were obtained from The Conners' Teacher Rating Scale, The Barkley's Home and School Situations Questionnaire, a Structured Interview, and cha
520 $a Results of the data analyses suggest that there is a greater decrease in the number of inappropriate behaviors (re- to post-) in the meta-cognitive strategies instruction group when compared to the traditional group. Furthermore, results of the
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