Abstract
The practical utility of cognitive self-instruction training in facilitating the work habits and academic performance of impulsive first-graders was assessed in the context of the regular classroom. The training paradigm was modified and environmental conditions were arranged to facilitate the transfer of the cognitive self-instruction strategy to the classroom. Following training, there were no significant increases in on-task behavior or in academic performance within the context of a group design. On the basis of this and other studies, a drastic revision of the cognitive self-instruction paradigm seems indicated. Not only must training become broader based, but models must be developed that take into account the requisite cognitive processes for task completion as well as the cognitive abilities of the youngsters to whom training is addressed. In general, the incorporation of information from the developmental and cognitive process literature would appear to facilitate the development of more effective training models.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bornstein, P., & Quevillon, R. The effects of a self-instructional package on overactive preschool boys.Journal of Applied Behavior Analysis, 1976,9, 179–188.
Bray, N. W., Justice, E. M., Ferguson, R. P., & Simon, D. L. Developmental changes in the effects of instructions on production deficient children.Child Development, 1977,48, 1019–1026.
Douglas, V., Parry, P., Marton, P., & Garson, C. Assessment of a cognitive training program for hyperactive children.Journal of Abnormal Child Psychology, 1976, 4(4), 389–411.
Flavell, J. S. Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsitt (Eds.),Advances in child development and behavior (Vol. 5). New York: Academic Press, 1970.
Friedling, C., & O'Leary, S. G. The effects of a self-instructional training package on second and third grade hyperactive children: A failure to replicate.Journal of Applied Behavior Analysis, 1979, 12(2), 211–219.
Ginn elementary reading series workbooks. Grades K-1, Levels I-II. Lexington, Mass.: Ginn, 1976.
Kendall, P. C., & Finch, A. J. A cognitive behavioral treatment for impulsivity: A group comparison study.Journal of Consulting and Clinical Psychology, 1978,46, 110–118.
Kirk, R. E.Experimental design: Procedures for the behavioral sciences, Belmont, California: Brooks/Cole, 1969.
Luria, A.The role of speech in the regulation of normal and abnormal behavior. New York: Liveright, 1961.
Meichenbaum, D., & Asarnow, J. Cognitive-behavior modification and metacognitive development: Implications for the classroom. In P. C. Kendall & S. D. Hollon (Eds.), Cognitive-behavioral interventions: Theory, research, and procedures. New York: Academic Press, 1979.
Meichenbaum, D., & Goodman, J. Training impulsive children to talk to themselves: A means of developing self-control.Journal of Abnormal Psychology, 1971,77, 115–126.
Palkes, H., Stewart, M., & Freedman, J. Improvement in maze performance of hyperactive boys as a function of verbal training procedures.Journal of Special Education, 1972,5, 337–343.
Palkes, H., Stewart, M., & Kahana, B. Porteus maze performance of hyperactive boys after training in self-directed verbal commands.Child Development, 1968,38, 817–829.
Werry, J. S., Sprague, R. S., & Cohen, M. N. Conners' Teacher Rating Scale for use in drug studies with children: An empirical study.Journal of Abnormal Child Psychology, 1975,3(3), 217–229.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Eastman, B.G., Rasbury, W.C. Cognitive self-instruction for the control of impulsive classroom behavior: Ensuring the treatment package. J Abnorm Child Psychol 9, 381–387 (1981). https://doi.org/10.1007/BF00916842
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF00916842