Date of Award

2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

R. Kenton Denny

Abstract

The role of language in self-control has been of interest to researchers across continents and time. This study attempted to isolate the functional role of language in relationship to subsequent academic and task engaged behaviors with four students aged 10--14. The students were diagnosed with Emotional or Behavioral Disorders had normal intelligence and were receiving their education at an alternative placement facility. The study used a single subject design and exposed the subjects to conditions of self-declaratory speech (SDS), SDS and reinforcement for correspondence, a return to baseline, SDS and reinforcement for correspondence, and SDS with delayed reinforcement. Results of the study indicate weak effects and variable data for the four subjects across treatment conditions. Further research is needed to conclusively isolate the functional role of speech or language in self-control.

ISBN

9780599681965

Pages

80

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