Self‐instructional Training With Preschoolers: An Attempt to Replicate

Abstract

We attempted to replicate an intervention program by Bornstein and Quevillon (1976), which had shown that the disruptive dassroom behavior of Head Start children could be dramatically reduced through self-instructional training. Although the subject population and procedures were quite similar across studies, our self-instructional training did not produce socially significant, durable increases in either appropriate classroom behavior or changes in teacher ratings of the children's behavior. These results suggest that additional variables may have been responsible for Bornstein and Quevillon's success.

The Utility of Self-Monitoring for Preschool On-Task Behavior

“…Given the importance of the results of Bornstein and Quevillon's study, an attempt was made to replicate their work with a similar preschool population using tasks borrowed from standardized measures of intelligence. Although there was an increase in the attending behavior following the treatment phase, the increase was not significant (Billings & Wasik, 1985). The researchers attributed the increase to teacher interactions during the study.…”

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.…”

“…Only three studies conducted follow-up assessment beyond the immediate intervention period, two studies reported maintenance of gains 2 weeks (McGoey and DuPaul 2000) and 22.5 weeks later (Bornstein and Quevillon 1976) and one study reported increase in attending behavior immediately following treatment, but gains were not maintained at follow-up 2 weeks later (Billings and Wasik 1985).…”

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).…”