Abstract
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 language | English |
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Pages (from-to) | 217-225 |
Number of pages | 9 |
Journal | International Journal of Rehabilitation Research |
Volume | 23 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2000 |
Externally published | Yes |
Keywords
- Cognitive behaviour modification
- Deafness
- Hard-of-hearing
- Teaching
ASJC Scopus subject areas
- Physical Therapy, Sports Therapy and Rehabilitation
- Rehabilitation