Self‐instructional Training to Increase Independent Work Performance in Preschoolers

Abstract

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.

Psychopharmacological and Other Treatments in Preschool Children with Attention-Deficit/Hyperactivity Disorder: Current Evidence and Practice

“…There have been a few studies in which behavioral management techniques have been applied within the preschool setting to treat individual preschool children presenting with hyperactive, inattentive and disruptive behaviors. We identified four published case series (Billings and Wasik 1985;Bornstein and Quevillon 1976;Bryant and Budd 1982;McGoey and DuPaul 2000) and two single-case reports (Allen et al 1967;McCain and Kelley 1993) in preschool children with ADHD symptoms in which child training was conducted within the context of the classroom setting and ADHD outcomes were assessed with direct observation using a within-subject comparison design (Table 6). There was a wide variation in the inclusion criteria and the procedure used for ADHD diagnosis, study design, behavior techniques and outcome measures employed in the studies.…”

Self‐instructional Training With Preschoolers: An Attempt to Replicate

“…Most other investigators who have used selfinstructional training to improve dassroom functioning of children with conduct disorders have found improved performance on the assessment tasks but variable changes in actual dassroom behavior and academic performance (Arnold & Forehand, 1978;Bryant & Budd, 1982;Burgio, Whitman & Johnson, 1980;Kendall & Finch, 1978).…”

Psychosocial treatments for preschool‐aged children with Attention‐Deficit Hyperactivity Disorder

“…There is, however, considerable support for the short-term efficacy of behavioral interventions in preschool settings provided by a number of singlecase design and small sample (i.e., n < 5) studies [e.g., Bornstein and Quevillon, 1976;Bryant and Budd, 1982;Billings and Wasik, 1985;McCain and Kelley, 1993;Binder et al, 2000;McGoey and DuPaul, 2000;Boyajian et al, 2001]. In contrast to Barkley et al's [2000] classroom intervention, these single-case/small sample studies specifically targeted children in preschool classrooms (child age range 3-5.11 years across studies combined).…”