Is attribution training a worthwhile classroom intervention for K-12 students with learning difficulties?

The author reviewed 20 attribution training studies of school-aged students who had learning difficulties in achievement contexts. These studies were examined to identify, which variables were related to success of attributio n training. The scripts of what was verbalized to promote attributions were provided so that attribution training could be replicated in the classroom . Finally, several recommendations were made to qualify when attribution tr aining may be most successful in classroom settings. These included incorpo rating attributions of ability and strategy with effort, combining attribut ion training with strategy training using direct approaches, and using caut ion in large groups.