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- W217626255 abstract "This study investigated the effects of two treatment conditionscognitive modification and informed teacherson communication apprehension in children in grades 4, 5 and 6. The sublects were 109 students who scored one standard deviation cr hi ar above the mean for their grade level on the Measure of E. .ntary Communication Apprehension (MECA). The students were ask..4ned to one of three treataent conditions: (1) control: (2) informed teacher (in which the teacher was given a written explanation of communication anxiety (CA), was notified which of his or her students were high in CA: and was given written suggestions for dealing with CA in the classroome and (3) cognitive modification (an approach cosbining systematic desensitization and cognitive restructuring). The cognitive modification treatment sessions consisted of-ten 45-sinute sessions over a period of five weeks. The !SECA was used as a post treataent aeasure of failed. These results indicate a relation between how children organize or tests indicated that cognitive modification significantly reduced cossunication apprehension, while inforsed teachers did not. Grade level and interaction effects were not significant. Both teachers and students found the time spent in the CM classes worthwhile. Results suggest that removing students from regular classroom activities to participate in a CM class can be justified to parents, teachers, and adsinistrators. (Author/SS) *********************************************************************** Reproductions supplied by BIAS are the best that can be made from the original document. ***********************************************************************" @default.
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- W217626255 date "1979-04-01" @default.
- W217626255 modified "2023-09-24" @default.
- W217626255 title "The Effects of Cognitive Modification and Informed Teachers on Communication Apprehension in Children." @default.
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