Assessment of a cognitive training program for hyperactive children

Abstract

Modeling, self-verbalization, and self-reinforcement techniques were used to train hyperactive children in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. Eighteen hyperactive children took part in the training program. The control group, which received no training, consisted of 11 children, matched with the experimental group on age, IQ, and measures of hyperactivity and impulsivity. Several tests and measures, some of which have been shown to differentiate between hyperactive and normal children, were administered prior to training at the end of the 3-month training period, and after a further 3-month period in which no training took place. The trained group showed significantly greater improvement on several of the measures, both at the time of posttesting and on the follow-up evaluation.