Cognitive behavior modification and informed teacher treatments for shy children1

Karen Harris, Robert D. Brown

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

A self-instructional, cognitive behavior modification approach was developed for use with shy children. This treatment was compared to that of “informed teachers,” who were given the names of their students whose self-reports indicated severe shyness, along with techniques for reducing shyness in the classroom. A control group was also included. Participants were 109 fourth-, fifth-, and sixth-grade students in the Lincoln, Nebraska public schools. Analysis of covariance and Scheffé tests indicated that cognitive behavior modification significantly reduced fear of social and public speaking situations, while informed teachers and the control group did not. Grade level and interaction effects were not significant. Cognitive behavior modification can be easily implemented by educators, and can help alleviate shyness at a young age.

Original languageEnglish (US)
Pages (from-to)137-143
Number of pages7
JournalJournal of Experimental Education
Volume50
Issue number3
DOIs
StatePublished - Jan 1 1982
Externally publishedYes

Fingerprint

Shyness
behavior modification
Behavior Therapy
cognition
teacher
Students
Control Groups
Self Report
Fear
Names
speaking
Therapeutics
Group
student
school grade
educator
anxiety
classroom
interaction
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Cognitive behavior modification and informed teacher treatments for shy children1. / Harris, Karen; Brown, Robert D.

In: Journal of Experimental Education, Vol. 50, No. 3, 01.01.1982, p. 137-143.

Research output: Contribution to journalArticle

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