EFFECTS OF SELF-INSTRUCTIONAL TRAINING ON SECOND- AND THIRD-GRADE HYPERACTIVE CHILDREN: A FAILURE TO REPUCATE

Bornstein and Quevillon (1976) demonstrated generalization from a 2-hour self-instructional training session to on-task behavior in the classroom with 4-year-old overactive children. In an attempt to replicate this work with older children, eight 7- and 8-year-old hyperactive children were assigned to either a self-instructional training group or an attention-practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. The level of difficulty of these tasks was varied. The results of Bornstein and Quevillon's (1976) study were not replicated, although the subsequent introduction of a token program significantly increased on-task behavior.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.     

The functional role of preschoolers' verbalizations in the generalization of self-instructional training

We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.     

A SELF-INSTRUCTIONAL PACKAGE FOR INCREASING ATTENDING BEHAVIOR IN EDUCABLE MENTALLY RETARDED CHILDREN

The purpose of this study was to develop a self-instructional package that would aid highly distractible retarded children in increasing their attending behavior in a training and two generalization (a one-to-one and a classroom) situations. Three untrained subjects were monitored for general comparison and social validation purposes. One of these control subjects was distractible and the other two (criterion comparison) were evaluated as not having attentional problems. A multiple baseline design was employed in which training was sequentially introduced across subjects. During training, the experimental subjects were taught through self-instruction to focus their attention and to cope with two tasks, math and printing. After learning the self-instructions the subjects were systematically and sequentially exposed to photo-slides of distracting situations, to audio-distractors composed of noisy lunchroom verbal peer interactions, and to in vivo distractors provided by kindergarten children playing with wooden blocks in the training setting. The entire training procedure was handled in a game-like context to maintain subject interest and to facilitate generalization. The results suggested that the training package produced direct and generalized changes in self-instructional behavior. In addition, a decrease in off-task behavior occurred during math, printing, and also during a phonics program in the one-to-one and classroom situations. However, reliable changes in academic task performance were not observed. Finally, no systematic changes on any of the dependent measures occurred for the three untrained subjects.     

Effects of cognitive training on academic and on-task behavior of hyperactive children

A cognitive training program that taught both self-instructional and self-management skills was used with three 7-to 8-year-old hyperactive children. A multiple baseline across individuals design was used to evaluate the effects of training on on- task behavior and math accuracy. There were significant changes in math accuracy for all subjects, and two subjects showed significant improvements in on- task behavior. Evidence suggesting generalization to untrained behaviors was shown by an increase in self-correction of oral reading for all subjects. The results suggest that cognitive training specifically designed to promote generalization to classroom tasks can improve the classroom behavior and academic achievement of hyperactive children.The study was supported by a scholarship to the first author from the Specific Learning Difficulties Association (SPELD, Auckland). The authors would like to thank Mr. T. F. Walbran, deputy district senior inspector of primary schools, and Mrs. S. Gribben and the staff of Dominion Road Primary School; Mrs. F. Donovan helped with the collection of reading data and Dr. G. Arvidson gave assistance with data analysis. Special thanks also go to the graduate students who served as trainers or observers.     

Self-Instruction Training to Increase Academic Performance of Educationally Handicapped Children

Two experiments were designed to test the effects of self-instructional procedures on the academic performance of educationally handicapped children. Self-instructional training consisted of general self-instruction components coupled with explicit instruction in task components. Experiemnt 1 included two severly educationally handicapped children in which self-instruction training for reading comprehension and spelling was assessed. Generalization of training effects was evaluated across person, task, and setting Experiment 2 included one child in which self-instructional training for mathematics and generalization to a classroom setting was evaluated. A multiple baseline design was used in Experiment 1 and a reversal design in Experiment 2 to assess treatment effects. For both experiments, self-instructional training improved academic performance. Generalization occurred across person and task in Experiment 1 and setting in Experiment 2. It was concluded that successful academic performance occurs when self-isntructional statements integrate global strategies while simultaneously directing attention to task specific information.     

THE EFFECTS OF A SELF-INSTRUCTIONAL PACKAGE ON OVERACTIVE PRESCHOOL BOYS

The effects of a self-instructional package on three overactive preschool boys were investigated using a multiple-baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On-task behaviors increased dramatically concomitant with the introduction of the self-instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer-expectancy control condition gave further credibility to the demonstration of a causal relationship.     

Teaching Generalized Self-Control to Attention Deficit Boys With Mothers as Adjunct Therapists

Two boys, diagnosed Attention Deficit Disorder with Hyperactivity and described as impulsive and lacking self-control, participated in the study. In a mental health setting, a self-instructional training program tailored to the specific behavioral deficits of each subject was introduced sequentially in a multiple-baseline design. Self-instructional training consisted of both conceptual and task-specific verbalizations, and targeted completion of classroom work. Mothers were trained as adjunct therapists and conducted a home training program. Results indicate that both subjects made substantial improvement in percent of daily classroom work completed, were reported as more self-controlled and less disruptive by mothers and teachers, and received higher grades at the end of treatment.     

Efficacy of Self-Instructional Training for Reducing Children's Dental Fear

Two pre-posttest controlled group experiments were conducted to examine the efficacy of self-instructional training as a method to reduce children's dental fears. In the first experiment 30 dentally fearful children between the ages of 8 and 12 were assigned to one of three experimental conditions: training in threat-related verbal coping responses, training in competence-related verbal coping responses, an emotive imagery procedure, or to one of two control conditions: a placebo-or a no-treatment control group. Results indicate a significant anxiety reduction across all groups. No difference was found between groups. This result was attributed to an habituation effect due to exposure-in-vivo at pretest. In a second experiment, 29 highly fearful children were assigned to a competence-related self-speech group, an emotive-imagery or a no-treatment control group. This time no anxiety reduction was found. Combined with other studies, the present results raise critical questions regarding the potential efficacy of self-instructional training as a method to reduce serious fears in children.     

The role of verbal behavior in human learning: III. Instructional effects in children

Lever pressing of children from three age groups (2½ to 4, 5 to 6½, and 7½ to 9 years) could produce reinforcers according to a fixed-interval 40-s schedule: (1) Some were instructed to respond at a high rate, others at a low rate, and (2) they were subsequently taught to provide their own spoken self-instructions consonant with the earlier, experimenter-supplied instructions. All subjects who received high-rate instructions responded at a steady, high rate, which was maintained following self-instructional training. The effects of low-rate instructions were directly related to the age of the children. The two older groups produced low-rate patterns, with the oldest children responding at very low rates; effects were least noticeable in the youngest age group. Following self-instructional training, all three groups showed adult-like low-rate behavior and the oldest children showed an improved ability to estimate the interval length. The results provide further evidence of the importance of language as a determinant of human behavior.     

Increasing Student Classroom Participation Through Self-Modeling

ABSTRACT

The study investigated the effect of self-modeling as an intervention to improve classroom participatory behavior and whether or not increased classroom participation influenced teacher's perceptions of the students' behavior. The study employed a multiple baseline design across five students, and a control, with a follow-up. All students evidenced an increase in classroom participation subsequent to viewing the intervention videotapes. In addition, teacher perceptions of students' behavior improved on several dimensions.     

Supplemental group discussions in memory training for older adults

Memory training was compared in adults aged 60-80. Groups 1 and 2 studied a self-instructional memory training manual; Group 2 also attended supplementary group discussions of typical problems of later life, related coping methods, and the techniques in the self-instructional manuals. Group 3 was a wait-list control group. Memory performance on 2 word lists significantly improved in the supplemental discussion group but not in the group that only studied the self-instructional manual. Enhanced performances were maintained at a 1-month follow-up. Bibliotherapy alone may be inferior to treatment involving a group component, although the mechanisms of such enhancement remain unexplored with respect to memory training. Neither treated group improved their digit span or recall of names and a brief prose passage; teaching older adults the strategies of chunking and use of imagery may not be beneficial.     

Cognitive-Behavioral and Systematic Desensitization Procedures in Reducing Stress and Anger in Caregivers for the Disabled

Twenty-six highly stressed family and community caregivers for people with a disability completed scales designed to assess perceived stress, state anger, and trait anger. They were randomly divided into three groups. Subjects in one group underwent stress-reduction training in a self-instructional procedure, subjects in the second group underwent stress-reduction training in systematic desensitization, and subjects in the third group were placed in a wait-list condition. Results showed that state anger and trait anger were correlated with perceived stress at pretreatment, and state anger was correlated with perceived stress at posttreatment and follow-up. Subjects in both the self-instructional and systematic desensitization groups showed a reduction in perceived stress. Subjects in the self-instructional training group also showed a decrease in trait anger. The wait-list group showed no significant change in perceived stress and anger.     

EFFECTS OF SELF-MANAGEMENT TRAINING AND REINFORCEMENT ON THE TRANSFER OF IMPROVED CONDUCT IN THE ABSENCE OF SUPERVISION

The instruction, maintenance, and transfer of training of social skills of 3 seriously emotionally disturbed adolescents were accomplished by a self-management training and reinforcement package. During baseline sessions these students, who were covertly filmed in their classroom, averaged over 90% off-task or socially inappropriate behavior while their teacher was out of the room. They showed similar behaviors when walking between classes, unattended by their teacher. Treatment was introduced in the classroom and consisted of social skills and self-management training and reinforcement. Treatment procedures included instruction, modeling, and role playing of social skills, as well as self-assessment, self-recording, and self-reinforcement for correct approximations of these skills. After 5 weeks of training, all subjects demonstrated substantial improvements in the classroom during the teacher's absence and when distracted by other students; however, transfer of social skills did not occur to the between-class setting until students were given explicit instruction to initiate self-managing procedures in this setting.     

Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student–teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student–teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.     

TRAINING PROSOCIAL BEHAVIORS TO YOUNG CHILDREN: AN ANALYSIS OF RECIPROCITY WITH UNTRAINED PEERS

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.     

TRAINING SUPERVISORS IN A COLLABORATIVE TEAM APPROACH TO PROMOTE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.     

Reducing Child Whining Through Self-Instructional Parent Training Materials

Parents used self-instructional booklets to decrease their children's (age4-8) whining. In each of 9 families, a multiple-baseline design across three problems, whining and two other was used. Parent data indicate mean improvement of 26% of the maximum possible from baseline means, with 8 of 9 children showing improvement. All parent final consumer ratings were positive. All interobserver reliabilities exceeded 80% agreement weighted for occurrence and nonoccurrence. Correlations for two sets of data between frequencies of whining estimated by parents twice an hour and percent of intervals recorded for whining from observer interval data for the hour produced median correlations of .62 and .51. Percent agreement between observer and parent data, both using interval recording at the same time, produced a median coefficient of agreement weighted for occurrence and non-occurrence of 59%. Results suggest that parents using self-instructional materials alone could reduce children's whining from levels originally considered excessive to levels parents considered acceptable.     

Consumers' and clients' pretreatment acceptability ratings of classroom group contingencies

Group contingencies are popular with teachers and have been demonstrated to be effective for managing children's classroom behavior. Children's views of the acceptability of such techniques, however, have not been assessed systematically and may have important consequences for long-term treatment effectiveness. In addition, little is known about psychologists' sense of the acceptability of such techniques. The present analog study investigated fifth graders', teachers', and school psychologists' assessment of the acceptability of three types of group contingencies (dependent, independent, and interdependent) that entail a consequence of positive reinforcement for appropriate behavior. Variables of treatment type, sex of rater, and the severity of a hypothetical classroom problem were examined to determine their influence on intervention acceptability scores on a child's and an adult's version of the Intervention Rating Profile. Fifth graders rated all three types of group contingencies mildly acceptable. Teachers and school psychologists rated the dependent form of the group contingency unacceptable, and the independent and interdependent forms acceptable.     

Effects of Coaching and Peer Utilization Procedures on the Withdrawn Behavior of Preschoolers

The effects of a modified coaching and peer practice procedure on the social behavior of five withdrawn preschool children were investigated. Multiple criteria were employed in the selection of subjects (3 females, 2 males). Social initiations, peer responses, and sustained interaction were recorded sequentially during pre- and post- free paly sessions in the classroom and intervention setting on both the withdrawn children and a normative comparison group. A multiple baseline across subjects and behaviors design demonstrated that the intervention was effective in increasing subject's positive verbalizations to peer as well as inviting and joining behavior. These effects were maintained in the presence of new peers, Classroom observations revealed a significant decease in subjects' rejecting peer initiations and a trend toward increased sustained interaction. The withdrawn children did not differ from the comparison group on any classroom measure at posttreatment. Observation of the withdrawn children as a group with no additional peers revealed posttreatment increases in on-task behavior only. The results suggest that, with developmentally appropriate modifications, the coaching procedure can be used effectively with preschoolers. Also, highly structured social routines appear to be a useful generalization- promoting technique for this population. Finally, preschool peers may be capable of a more extensive involvement in social skills training programs than previously recognized.