Cognitive impulsivity training: the effects of peer teaching

Area of Science:

• Child Psychology
• Behavioral Therapy

Background:

• Impulsivity in children can negatively impact social and academic functioning.
• Hospitalized children may face unique challenges affecting their behavior and learning.
• Cognitive behavioral self-instructional training (CBI) is a potential intervention for managing impulsivity.

Observation:

• A study examined peer teaching as an intervention for two hospitalized children with impulsivity.
• One child received CBI and then taught problem-solving skills to a peer.
• Multiple dependent measures assessed treatment effects on both the subject-teacher and subject-pupil.

Findings:

• The peer teaching intervention proved beneficial for both the child receiving training and the child being taught.
• The subject-teacher demonstrated gains from the initial CBI and additional benefits from teaching.
• The subject-pupil also showed positive treatment effects from learning via a peer.

Implications:

• Peer teaching, combined with cognitive behavioral self-instructional training, is a viable strategy for reducing impulsivity in children.
• This approach offers a dual benefit, enhancing skills in both the trainer and the learner.
• Further research using multiple measures is recommended to fully assess treatment efficacy in single-subject designs.