Abstract
In this study we investigated the effectiveness of a package of self-control procedures in a classroom with six hyperactive boys ages 7 to 10. A within-subjects reversal design was used. Measures of on-task behavior and class misbehavior, as well as measures of activity level, were recorded. Results indicated that the self-control package was effective in improving misbehavior and attention to tasks during the individual seat work but not during group instruction. Activity level was not affected by the treatment. Changes in the schedule of self-monitoring for the boys in the class produced an increase in variability and some deterioration in their behavior. Those boys of lower mental age seemed most affected by the schedule shift.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ayllon, T., Layman, D., & Burke, S. Disruptive behavior and reinforcement of academic performance.Psychological Record, 1972,22, 315–323.
Ayllon, T., Layman, D., & Kandel, H. A behavior-educational alternative to drug control of hyperactive children.Journal of Applied Behavior Analysis, 1975,8, 137–146.
Bolstad, O., & Johnson, S. Self-regulation in the modification of disruptive classroom behavior.Journal of Applied Behavior Analysis, 1972,5, 443–454.
Bornstein, P., & Quevillon, R. The effects of a self-instructional package on overactive pre-school boys.Journal of Applied Behavior Analysis, 1976,9, 179–188.
Bugental, D., Whalen, C., & Henker, B. Causal attributions of hyperactive children and motivational assumptions of two behavior change approaches: Evidence for an interactionist position.Child Development, 1977,48, 874–884.
Conners, C. A teacher rating scale for use with drug studies with children.American Journal of Psychiatry, 1969,128, 884–888.
Douglas, V., Parry, P., Marton, P., & Garson, C. Assessment of a cognitive training program for hyperactive children.Journal of Abnormal Child Psychology, 1976,4, 389–410.
Drabman, R., Spitalnik, R., & O'Leary, K. Teaching self-control to disruptive children.Journal of Abnormal Psychology, 1973,82, 10–16.
Egeland, B. Training impulsive children in the use of more efficient scanning techniques.Child Development, 1974,45, 165–171.
Felixbrod, J., & O'Leary, K. Effects of reinforcement on children's academic behavior as a function of self-determined and externally imposed contingencies.Journal of Applied Behavior Analysis, 1973,6, 241–250.
Glynn, E. Classroom applications of self-determined reinforcement.Journal of Applied Behavior Analysis, 1970,3, 123–132.
Glynn, E., & Thomas, J. Effect of cueing on self-control of classroom behavior.Journal of Applied Behavior Analysis, 1974,7, 299–306.
Glynn, E., Thomas, J., & Shee, S. Behavioral self-control of on-task behavior in an elementary classroom.Journal of Applied Behavior Analysis, 1973,6, 105–113.
Harris, V., & Sherman, J. Use and analysis of the “good behavior game” to reduce disruptive classroom behavior.Journal of Applied Behavior Analysis, 1973,6, 405–518.
Hersen, M., & Barlow, D.Single-case experimental designs. New York: Pergamon Press, 1976.
Kendall, P., & Finch, A., Jr. A cognitive-behavioral treatment for impulse control: A case study.Journal of Consulting and Clinical Psychology, 1976,44, 852–857.
Meichenbaum, D. Cognitive-functional approach to cognitive factors as determinants of learning disabilities. In R. Knights & D. Bakkan (Eds.),The neuropsychology of learning disorders. Baltimore: University Park Press, 1976.
Meichenbaum, D., & Goodman, J. Reflection-impulsivity and verbal control of motor behavior.Child Development, 1969,40, 785–797.
Meichenbau, 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., & Kahana, B. Porteus maze performance of hyperactive boys after training in self-directed verbal commands.Child Development, 1968,39, 817–826.
Routh, D., Schroeder, C., & O'Tuama, L. Development of activity level in children.Developmental Psychology, 1974,10, 163.
Thomas, J. Accuracy of self-assessment of on-task behavior by elementary school children.Journal of Applied Behavior Analysis, 1976,9, 209–210.
Author information
Authors and Affiliations
Additional information
This project was supported by funds provided by the Crippled Children's Division, University of Oregon Health Sciences Center, Portland, Oregon. During the completion of this project, the first two authors were supported by Mental Retardation Training Grant 920, Maternal and Child Health Service, Department of Health, Education and Welfare, Washington, D.C. The authors would like to thank the children who participated in this project and their mothers for their cooperation. Appreciation is also extended to Lief Terdal and Gerald Smith for their supervision of the program, and to Lisa Buckmaster, Grant Godby, Robert McClellarn, Lou-Ann McCoy, and Nancy Thistlethwaite for their assistance in the data collection. We are also indebted to Randy Wolfe and Timothy Carmody for serving as teacher's aides in the classroom.
Rights and permissions
About this article
Cite this article
Barkley, R.A., Copeland, A.P. & Sivage, C. A self-control classroom for hyperactive children. J Autism Dev Disord 10, 75–89 (1980). https://doi.org/10.1007/BF02408435
Issue Date:
DOI: https://doi.org/10.1007/BF02408435