Self-instruction training

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Self-instruction training is a verbal method used in behavior therapy . It was described in 1971 by Meichenbaum and Goodman and further developed in 1993 in the model by Lauth and Schlottke. The training is used to practice what is known as "inner speaking". The aim of the training is to find an appropriate self-structure in order to better cope with tasks and requirements.

Areas of application

Self-instruction training is an effective intervention for disorders of attention and self-control ( ADD , ADHD ). It is used u. a. also in the behavioral treatment of anxiety disorders.

History of origin

Meichenbaum originally developed self-instruction training for children with behavioral problems (hyperkinetic) and is based on the assumption that the problem is based on a cognitive deficit. He assumes that these children do not recognize the essence of a task, cannot use their behavioral repertoire spontaneously and that processes such as B. Attention cannot be specifically directed and controlled. He sees the solution in learning an inner monologue for planning and regulating behavior, which takes place in five steps. The essential contents of inner speaking concern the problem determination, determination of the requirements, planning the procedure and checking the results as well as self-affirmation and dealing with frustration.

example

Five steps of inner speaking using the example of a school task (Krowatschek et al., 2003)

  1. Task analysis: questions: “What should I do?”; Reading the assignment
  2. Repetition of the work order in your own words (work order clear? - If not: back to step 1.)
  3. Execution of the work order: step by step to the solution; think out loud
  4. Self-control: "Did I do everything right?" (If not: back to step 3 or 1.)
  5. Self-reinforcement / self-praise: "I did that well!"

The aim of the Inner Speaking Method is to focus attention, to enable independent processing of tasks and to reinforce the positive results.

literature

  • S. Witte: Development and evaluation of video-supported self-instruction training for children with disturbed attention. Cuvillier-Verlag, 2001, ISBN 3-89873-339-4
  • GW Lauth: self-control procedures, cognitive modeling and self-instruction training. In: GW Lauth, UB Brack , F. Linderkamp (ed.): Behavioral therapy with children and adolescents. Beltz, Weinheim 2001, pp. 542-549, ISBN 3-621-27447-2
  • GW Lauth, PF Schlottke (Hrsg.): Training with attention-deficient children. 5th edition. Beltz, Weinheim 2002, ISBN 3-621-27474-X
  • K. Mackowiak, H. Hungerige: Self- instruction methods . In: Michael Borg-Laufs (ed.): Textbook of behavior therapy with children and adolescents. DGVT, Tübingen 2001, pp. 455-479, ISBN 3-87159-024-X
  • C. Bornhofen, S. McDonald: Comparing strategies for treating emotion perception deficits in traumatic brain injury. In: J Head Trauma Rehabilitation. 2008 Mar-Apr; 23 (2), pp. 103-115, PMID 18362764