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Self-Talk

Self-talk is the guiding self-dialog that occurs by an individual while


completing a task.
Self-talk is also known as private speech, and are statements made aloud,
whispered or silent to oneself.
Self-talk is based on a theory made by Vygotsky that talking aloud to
oneself while attempting tasks is related to how one prepares and carries
out the task.
Self-talk can be a tool for students because it urges the student to focus on
the process of the task.

Self-Talk is important for a few reasons.

Students who use and


are more aware of verbal
strategies are more likely
to strive and complete
challenging tasks.

Self-Instructional
strategies have been
shown to be helpful with
difficulties in math,
impulsive behaviors,
problem solving, and
reading comprehension.

Students with Learning


Disabilities are more
likely to make negative
self talk statements,
which can interfere with
math performance.

Self talk can make


improvments with
planning, completion,
and perceived difficuly of
a task

Self talk is a proactive


solution for students
experiencing anxiety.

Self talk can benefit


students with Learning
Disabilities, Emotional
Disturbance, and
ADD/ADHD

Steps to Self - Talk

I can use Self-Talk with


students to address

Test Anxiety

Introduce Self-Talk
along with
examples of
Positive and
Negative

Long Written Essays


Complex Math
Problems

Independent
Practice

Sport Games

Assessment of
the task- Label
and Plan

Any type of
Performance
Social Interactions
Recognize any
negative self
statements

Guided Practice

Reinforce for
completion of a
job well done

Confront and
replace
negatives with
positives

INSTEAD OF

TRY THINKING

Im not good at this

What am I missing?

I give up

I will use some of the strategies Ive learned

This is too hard

This may take some time and effort

I will never be as smart as her

Im going
to figure out what she does and try it
REFERENCES

Anderson, A., (1997). Learning strategies in physical education: Self-talk,


imagery, and goal setting. Journal of Physical Education, Recreation &
Dance. 68, 30-35, doi:10.1080/07909084.1997.10604874
Kamann, M. P., & Wong, B. L. (1993). Inducing adaptive coping selfstatements in children with learning disabilities through self-instruction
training. Journal of Learning Disabilities, 26 (9), 630-638.
Lee, S., & McDonough, A. (2015). Role of self-talk in the classroom:
Investigating the relationship of eight-to-nine-year-olds self-regulatory sefltalk strategies with their classroom self-regulatory behavior and
mathematical achievement. Early Child Development and Care, 185, (2),
198-208. doi:10.1080/03004430.2014.915818
Solley, B. A., & Payne, B. D. (1992). The use of self-talk to enhance
childrens writing. Journal of Instructional Psychology, 19(3), 205-213.