Recent research on cognitive tempo, specifically the reflection-impulsivity dimension, has indicated that an impulsive problem-solving approach is not conducive to the development of adaptive academic and social skills. Since many exceptional children are described as cognitively impulsive, knowledge of the techniques to attenuate impulsivity is important to the teachers of such children. Experimental modification procedures, such as required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement, are reviewed and their respective teaching implications identified. While specific teaching strategies are noted, the authors caution that applied classroom research is necessary in order to ascertain which techniques are valid for classroom use.
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