The Use of Behavioural Self-Control as a Teaching Tool

1985 ◽  
Vol 9 (2) ◽  
pp. 24-27
Author(s):  
Diana Roe ◽  
Sandi Plummer
Keyword(s):  
Case Studies ◽  
Behaviour Change ◽  
Self Control ◽  
Teaching Tool ◽  
Use Of Self ◽  
Self Assessment ◽  
Self Monitoring ◽  
Control Techniques ◽  
Children’S Behaviour ◽  
Special Children

AbstractThis paper examines the use of self-control techniques as a teaching tool to change children’s behaviour, and to generalize that behaviour change to other settings. Four case studies are presented to illustrate the use of self-assessment, using the child’s own criteria for rating behaviour, self-modelling with videotapes of the child in the classroom, and self-monitoring using a wrist counter. It is concluded that self-control techniques can be a valuable way of teaching special children to discriminate and evaluate how they are behaving.

Facilitating Transfer and Maintenance of Fluency in Stuttering Therapy

1977 ◽  
Vol 42 (1) ◽  
pp. 65-76 ◽  
Author(s):  
Richmond Hanna ◽  
Neville Owen
Keyword(s):  
Clinical Work ◽  
Clinical Problem ◽  
Self Control ◽  
Self Monitoring ◽  
Control Techniques ◽  
Treatment Techniques ◽  
Time Concepts ◽  
Major Clinical Problem ◽  
Clinical Problems

The present state of stuttering therapy programs enables the clinician to render many stutterers virtually stutter-free in the clinic. A major clinical problem, however, is the transfer of fluency to nonclinical situations and its maintenance over time. Concepts and techniques extrapolated from the literature on behavior change are applied to assessment, treatment objectives, treatment techniques, and to a number of procedures designed to facilitate transfer and maintenance during therapy. When fluency has been established, self-control techniques based on speech practice, self-monitoring, and the deliberate use of self-administered and social contingencies are stressed. Guidelines for termination of therapy and follow-up are given. For many of these techniques, specific examples are offered from clinical work with stutterers. Other techniques are presented because of their potential relevance and their demonstrated effectiveness with a variety of clinical problems.

A review of the use of self-control techniques in the treatment of alcohol abuse

1985 ◽  
Vol 9 (3) ◽  
pp. 235-251 ◽  
Author(s):  
Kate Bergmann Carey ◽  
Stephen A. Maisto
Keyword(s):  
Alcohol Abuse ◽  
Self Control ◽  
Use Of Self ◽  
Control Techniques

scholarly journals Self-control using Traffic Lights Toolkit for Academic Success

2021 ◽  
Vol 8 (12) ◽  
pp. 93-95
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Experience ◽  
Self Control ◽  
Use Of Self ◽  
Traffic Light ◽  
Self Assessment ◽  
Traffic Lights ◽  
Light System

The term traffic light refers to automatically operated coloured light those help control the traffic. In this piece of writing the term has been used to reflect from the day-to-day practice how one can make use of self-control for their academic success. The aim of introducing the traffic light toolkit in higher education is to ensure that there is an effective way to monitor and improve the learning experience. It was evidenced from previous use that the traffic light system encourage reflection and help continue ongoing self-assessment and improve academic performance level.

scholarly journals Associations between use of self-regulatory strategies and daily eating patterns: An experience sampling study in college-aged women

2021 ◽  
Author(s):  
Richard B. Lopez ◽  
Danielle Cosme ◽  
Kaitlyn M. Werner ◽  
Blair Saunders ◽  
Wilhelm Hofmann
Keyword(s):  
Goal Attainment ◽  
Self Control ◽  
Eating Patterns ◽  
Use Of Self ◽  
Adaptive Use ◽  
Regulatory Strategies ◽  
Regulation Strategies ◽  
Ecological Momentary ◽  
Momentary Assessment ◽  
Food Consumed

AbstractPrevious theorizing suggests there are multiple means by which people regulate their emotions and impulses, but that these strategies vary in the degree to which they support goal attainment. Some have proposed that proactive strategies (e.g. situation selection, distraction) may be particularly effective, while interventive strategies (e.g. suppression) are less effective. Despite these diverging predictions, researchers have yet to examine spontaneous use of these strategies and their respective and combined efficacy when applied to momentary food desires experienced in daily life. In the present study, we assessed eating patterns for one week via ecological momentary assessment in college-aged women (N = 106). Results from pre-registered analyses indicated that using a variety of strategies, including preventative strategies such as situation selection and distraction, was associated with greater self-control success, as indexed by weaker desires, higher resistance, lower likelihood of enacting desires, and less food consumed. A similar pattern was observed when participants implemented additional strategies during desire episodes, which they were more likely to do when their desires conflicted with other self-regulatory goals. All associations were observed while controlling for momentary hunger levels, dieting status, age, and body mass index. These findings are consistent with a growing body of work assessing people’s spontaneous use of emotion regulation strategies in everyday contexts, suggesting potential meta-motivational tendencies marked by flexible and adaptive use of self-regulatory strategies.

scholarly journals Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mila Schwartz ◽  
Claudine Kirsch ◽  
Simone Mortini
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Research Methods ◽  
Language Policies ◽  
Educational Settings ◽  
Structured Interviews ◽  
Self Monitoring ◽  
Teachers And Parents ◽  
Linguistic Backgrounds ◽  
Longitudinal Case Studies

AbstractDrawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

Influencing travel behaviour

2019 ◽  
pp. 107-130
Author(s):  
Stewart Barr ◽  
John Preston
Keyword(s):  
Qualitative Study ◽  
Case Studies ◽  
Behaviour Change ◽  
Social Marketing ◽  
Quantitative Study ◽  
Behavioural Change ◽  
Travel Behaviour ◽  
Air Travel ◽  
The Other ◽  
Car Travel

As travel planning’s theoretical underpinnings have broadened from engineering and economics to embrace psychology and sociology, an emphasis has been placed on social marketing and nudge theory. It is argued that this is consistent with a neo-liberal trend towards governing from a distance. Using two case studies, one a qualitative study of reducing short-haul air travel, the other a quantitative study of attempts to reduce local car travel, it is found that actual behaviour change is limited. This seems to arise because behavioural change has been too narrowly defined and overly identified with personal choice.

Reflexive nominal compounds

2011 ◽  
Vol 35 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Ekkehard König
Keyword(s):  
Pilot Study ◽  
Detailed Analysis ◽  
Self Control ◽  
Semantic Type ◽  
Self Assessment ◽  
Self Help ◽  
Transitive Verbs ◽  
Nominal Compounds ◽  
Multiple Uses ◽  
Semantic Types

This paper presents a detailed analysis of reflexive nominal compounds like self-assessment in English and their counterparts in nine other languages, whose number and use has strongly increased in these languages over the last several decades. The first component of these compounds is shown to be related to intensifiers like selbst in German and its cognate form self- in English, whose multiple uses also underlie different semantic types of reflexive compounds (self-help vs. self-control), whereas the second component typically derives from transitive verbs. Among the central problems discussed in this paper are the question of the productivity of these compounds and the possibility of deriving their meaning in a compositional fashion. The parameters of variation manifested by the sample of languages under comparison in this pilot study concern inter alia the form of the intensifier (native or borrowed, one or two), the semantic type, and the lexical category of the resultant compound.

scholarly journals Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 208-214
Author(s):  
Alek Alek ◽  
Abdul Gafur Marzuki ◽  
Muhammad Farkhan ◽  
Rahma Deni
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
Use Of Self ◽  
Vocational High School ◽  
Oral Performance ◽  
School Students ◽  
Self Assessment ◽  
Efl Students ◽  
Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

Sign in / Sign up

Export Citation Format

Share Document