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A self-control classroom for hyperactive children.
Journal of Autism and Developmental Disorders
|March 1, 1980
Summary
This study found self-control strategies improved hyperactive boys' behavior during seat work but not group activities. Activity levels remained unchanged, with schedule shifts impacting younger boys most.
Area of Science:
- Child Psychology
- Behavioral Interventions
- Special Education
Background:
- Hyperactivity in children presents significant classroom challenges.
- Effective interventions are crucial for improving academic and social outcomes.
- Self-control strategies offer a promising avenue for behavior management.
Purpose of the Study:
- To evaluate a self-control strategy package for hyperactive boys.
- To assess the impact on on-task behavior, misbehavior, and activity levels.
- To examine effects during different instructional formats (individual vs. group).
Main Methods:
- A within-subjects reversal design was employed.
- Six hyperactive boys (ages 7-10) participated.
- Measures included on-task behavior, class misbehavior, and activity levels.
Main Results:
- The self-control package improved behavior and attention during individual seat work.
- No significant improvements were observed during group instruction.
- Activity levels were unaffected by the intervention.
- Schedule changes in self-monitoring led to behavioral variability and deterioration, particularly in younger boys.
Conclusions:
- Self-control strategies can be effective for specific classroom tasks in hyperactive children.
- Instructional format is a critical factor in intervention success.
- Careful consideration of self-monitoring schedules is needed, especially for children with lower mental ages.
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