In the present research, a simple self-instruction strategy, involving subvocal reading of an index card, was evaluated for two college women concerned about exercise and studying. In both instances experimental demand phase(s) preceded implementation of the treatment to ensure that changes in the dependent measures were attributable to the major intervention. Results indicated that increases in both target behaviors were related functionally to the implementation of self-instruction. Several aspects of self-instructions and the present research were discussed.
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