Self-monitoring has proven to be an effective strategy for improving academic performance for students with learning disabilities (LD). In addition to academics, these interventions have improved actions such as task completion, engagement, and on-task behaviors. As a supplement to self-monitoring, self-talk strategies have similar effects in exercise psychology, with added benefits such as improved self-confidence, task accuracy, persistence, and self-awareness. This column highlights the effects of positive self-talk, the addition of self-talk to self-monitoring interventions, and the importance of translating these interventions into classroom settings to improve academic and behavioral outcomes of students with LD.

事实证明，自我监控是提高学习障碍学生学习成绩的有效策略。除了学者以外，这些干预措施还改善了动作，例如任务完成，参与度和任务行为。作为自我监控的补充，自我对话策略在锻炼心理方面具有相似的作用，并具有诸如提高自信心，任务准确性，持久性和自我意识等附加好处。本专栏重点介绍积极的自我对话的效果，将自我对话添加到自我监控干预措施中以及将这些干预措施转化为课堂环境以改善LD学生的学术和行为成果的重要性。