Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Assessment of a cognitive training program for hyperactive children.

V I Douglas, P Parry, P Marton

    Journal of Abnormal Child Psychology
    |January 1, 1976
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    Digital synthetic impedance for application in vibration damping.

    The Review of scientific instruments·2016
    Same author

    The relation of personality functions and adaptive skills to self-esteem in early adolescence.

    Journal of youth and adolescence·2013
    Same author

    Cognitive styles in hyperactive children and the effect of methylphenidate.

    Journal of child psychology and psychiatry, and allied disciplines·2013
    Same author

    Stress-induced phase transition in ferroelectric domain walls of BaTiO3.

    Journal of physics. Condensed matter : an Institute of Physics journal·2012
    Same author

    Mercurial diuretic.

    British medical journal·2010
    Same author

    The piezoelectric response of nanotwinned BaTiO3.

    Nanotechnology·2009
    Same journal

    A Prospective Study of Rumination and Irritability in Youth.

    Journal of abnormal child psychology·2020
    Same journal

    Trajectories of Overprotective Parenting and Hyperactivity-Impulsivity and Inattention Among Moderate-Late Preterm Children: A Population-Based Study.

    Journal of abnormal child psychology·2020
    Same journal

    Longitudinal Associations Linking Elementary and Middle School Contexts with Student Aggression in Early Adolescence.

    Journal of abnormal child psychology·2020
    Same journal

    Unpacking Associations between Mood Symptoms and Screen Time in Preadolescents: a Network Analysis.

    Journal of abnormal child psychology·2020
    Same journal

    Anxiety and Depressive Symptom Trajectories in Adolescence and the Co-Occurring Development of Cognitive Biases: Evidence from the CogBIAS Longitudinal Study.

    Journal of abnormal child psychology·2020
    Same journal

    Developmental Trajectories of Adolescent Girls' Borderline Personality Symptoms and Sexual Risk Behaviors.

    Journal of abnormal child psychology·2020
    See all related articles

    Training hyperactive children using modeling, self-verbalization, and self-reinforcement improved their cognitive, academic, and social strategies. These positive effects persisted after the training program concluded.

    Area of Science:

    • Child Psychology
    • Behavioral Therapy

    Background:

    • Hyperactivity and impulsivity significantly impact children's cognitive, academic, and social functioning.
    • Developing effective intervention strategies for hyperactive children is crucial for improving their developmental outcomes.

    Purpose of the Study:

    • To evaluate the efficacy of a training program utilizing modeling, self-verbalization, and self-reinforcement techniques.
    • To assess the impact of these techniques on cognitive tasks, academic problems, and social situations in hyperactive children.

    Main Methods:

    • A training program was implemented for 18 hyperactive children.
    • A control group of 11 age, IQ, and hyperactivity/impulsivity-matched children received no training.
    • Multiple assessments were conducted pre-training, post-training, and at a 3-month follow-up.

    Related Experiment Videos

    Main Results:

    • The trained group demonstrated significant improvements in several measured areas compared to the control group.
    • These improvements were observed immediately after the training period and were maintained at the 3-month follow-up evaluation.
    • The intervention effectively enhanced strategies for cognitive tasks, academic problems, and social interactions.

    Conclusions:

    • The combined techniques of modeling, self-verbalization, and self-reinforcement are effective in training hyperactive children.
    • The training program leads to sustained improvements in cognitive, academic, and social functioning.
    • This intervention offers a promising approach for managing hyperactivity and impulsivity in children.