Cognitive behaviour modification: A technique for teaching subtraction skills to hearing and deaf/hard-of-hearing elementary students

Y. A. Al-Hilawani

Research output: Contribution to journalArticle

4 Citations (Scopus)


The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper. (C) 2000 Lippincott Williams and Wilkins.

Original languageEnglish
Pages (from-to)217-225
Number of pages9
JournalInternational Journal of Rehabilitation Research
Issue number3
Publication statusPublished - 2000



  • Cognitive behaviour modification
  • Deafness
  • Hard-of-hearing
  • Teaching

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)

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