The teaching of cognitive strategies is a potentially effective intervention technique for some students with acquired neurological injuries; however, educators have only infrequently reported on the systematic application of cognitive strategies to the academic challenges of this population. This study represents such an attempt by investigating the effects of a self‐instruction strategy on the academic performance of a student with acquired neurological damage. The intervention programme pertained to performing 2‐digit by 1‐digit multiplication problems and consisted of: (1) a six‐step multiplication procedure; (2) self‐instruction cues; and (3) procedural prompts. The intervention package resulted in improved performance on the multiplication task with levels being maintained despite fading of procedural prompts and self‐instruction cues. Results are discussed in terms of implications for training and future research.
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)