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

Philip H. Bornstein · Randal P. Quevillon

226 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Early Childhood Education and Development Attention Deficit Hyperactivity Disorder

Abstract

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 cusal relationship.

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1983Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes 1979SELF‐CONTROL TRAINING IN THE CLASSROOM: A REVIEW AND CRITIQUE 1986Conceptual and Definitional issues in the Assessment of Children's Social Skills: Implications for Classifications and Training 1986Conceptual Issues in the Assessment of Social Competence in Children 1979Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall

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