- Look at all the possibilities or look at all the different answers so you can find the best possible solution.
- Focus in. Concentrate or think hard about just the problem you are working on right now. Do not look or think about anything else.
- After you study all the different choices, pick an answer.
- Check out your answer. If you got it right, tell yourself you did a good job. If you did not get it right, you do not have to put yourself down. Just remind yourself to be more careful or to go more slowly on the next try. (Kendall and Braswell, 1985)
- What is my problem? Alternatively, what am I supposed to do?
- How can I do it? Alternatively, what is my plan?
- Am I using my plan?
- How did I do? (Bash and Camp, 1980)
- What is my problem?
- What am I supposed to do now?
- How can I do it?
- How am I doing?
- Did it work?
- Problem definition. The impulsive child uses self-statements that help identify the problem and its relevant features.
- Problem approach. The child uses self-statements that define a strategy for dealing with the problem.
- Focusing of attention. The student reminds himself to concentrate on the problem and on the strategies that he will use to solve the problem.
- Choosing an answer (strategy). The child uses self-instruction (self-talking) to narrow the problem-solving process to one particular strategy.
- Because of the problem-solving actions completed, the child uses either self-reinforcing statements or coping statements.
- Cognitive modeling. The coach performs the task while verbalizing aloud.
- Overt, general guidance. The child performs the same task while self-instructing aloud.
- Faded, overt self-guidance. The child performs the task while whispering self-instructions.
- Covert self-instruction. The child performs the task while using private speech (silently) to give self-direction.
- Questions about the characteristics and demands of the task
- Answers to the questions focusing on planning
- Self-statements that help the student guide own behavior in how to complete the task (steps)
- Self-reinforcing statements
****A Note from Carmen****
Of Interest to Teachers and School Staff...