Cognitive impulsivity training: the effects of peer teaching

An investigation was conducted into the effects of peer teaching on two 10 1/2-year-old hospitalized impulsive children. One of these, the subject-teacher, was given cognitive behavioral self-instructional training for four weeks and subsequently prompted to train a peer in the problem-solving skills that he had just learned. Initial treatment effects on the subject-teacher, additive benefits obtained by his teaching a peer, and the treatment effects on the subject-pupil were examined using multiple dependent measures. The procedure was found advantageous to both subject-teacher and subject-pupil. Limitations of single-subject experiments and the need for using multiple measures in assessing treatment gains from self-instructional training to reduce impulsivity are discussed.