MODIFICATION OF IMPULSIVITY: IMPLICATIONS FOR IMPROVED EFFICIENCY IN LEARNING FOR EXCEPTIONAL CHILDREN’

Recent research on cognitive tempo, specifically the reflection-impulsivity dimension, has indi-cated that an impulsive problem-solving ap-proach is not conducive to the development of adaptive academic and social skills. Since many exceptional children are described as cogni-tively impulsive, knowledge of the techniques to, attenuate impulsivity is important to the teach-ers of such children. Experimental modification procedures, such as required delay, direct in-struction, self-verbalization, differentiation training, modeling, and reinforcement, are re-viewed and their respective teaching implica-tions identified. While specific teaching strate-gies are noted, the authors caution that applie