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발달장애인을 위한 자기지시훈련프로그램 분석


Self-instruction, which is a cognitive-behavioral training strategy, integrates two main perspectives of human behavior: behavioral and cognitive theories. By incorporating both self-regulated strategies derived from cognitive psychology and a variety of techniques derived from behavioral approach, self-instruction may be an effective training method in increasing not only skill acquisition, but also generalization of treatment effects. Evidence of the effectiveness of the self-instruction for individuals with developmental disabilities is examined through: (a) an brief overview of the theoretical foundations of self-instructional training and (b) a literature review of intervention studies that have investigated the effects of self-instructional training for individuals with mental retardation and/or developmental disabilities. The literature review of self-instructional studies is described, focusing primary on self-instructional training components and generalization effects of self-instruction. This paper concludes by presenting a discussion of research findings and recommendation for future research<Descriptors> self-instruction, self-management, cognitive-behavioral training, self-verbalization, mental retardation, developmental disabilities, literature review