Self-Talk (Research)

Callicott, K. J., & Park, H. (2003). Effects of self-talk on academic engagement and academic responding. Behavioral Disorders, 29(1), 48-64.

• FOUR students.

Kamann, M. P., & Wong, B. Y. (1993). Inducing adaptive coping self-statements in children with learning disabilities through self-instruction training. Journal of learning Disabilities, 26(9), 630-638.

Sanders, M. R., Shepherd, R. W., Cleghorn, G., & Woolford, H. (1994). The treatment of recurrent abdominal pain in children: a controlled comparison of cognitive-behavioral family intervention and standard pediatric care. Journal of consulting and clinical psychology, 62(2), 306.

Zastowny, T. R., Kirschenbaum, D. S., & Meng, A. L. (1986). Coping skills training for children: Effects on distress before, during, and after hospitalization for surgery. Health Psychology, 5(3), 231.

Treadwell, K. R. H., & Kendall, P. C. (1996). Self-talk in youth with anxiety disorders: States of mind, content specificity, and treatment outcome. Journal of Consulting and Clinical Psychology, 64, 941–950.

Kendall, P. C. (2006). Guiding theory for therapy with children and adolescents. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (3rd ed., pp. 3–32). New York: Guilford Press.

Accordingly, successful interventions involving the use of self-instructional strategies have been developed and implemented in several contexts: children with learning difficulties (Kamann & Wong, 1993); students with emotional and behavioral disorders (Callicott & Park, 2003); and individuals coping with pain (Sanders, Shepherd, Cleghorn, & Woolford, 1994), hospitalization distress (Zastowny, Kirschenbaum, & Meng, 1986), anxiety disorders, and depression (Kendall, 2006; Treadwell & Kendall, 1996).