Effects of attribution training and self-management training on arithmetic task completion

A multiple baseline design across subjects was used. The effects of the training programs on arithmetic task completion, arithmetic task accuracy and causal attributions were assessed. The specific predictions were that (a) the causal attributions for task completion would be altered by an attribution training program which focused on the importance of effort, (b) attribution training would increase the effectiveness of a self-management training program for children identified as having inappropriate causal attributions and (c) appropriate causal attributions would lead to greater maintenance of treatment gains.

Causal attributions were modified through the attribution training program. However, the remaining hypotheses were not supported due to inconsistent data. Improvements in task completion and accuracy were found in four of the eight students, but the effects could not be conclusively attributed to the training programs. Proposed modifications in the training programs were discussed.