The Effects of a Self‐instructional Package on Overactive Preschool Boys

Bornstein, Philip H.; Quevillon, Randal P.

doi:10.1901/jaba.1976.9-179

Cited by 200 publications

(73 citation statements)

References 40 publications

(45 reference statements)

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“…In applied work, self-instruction (reciting rules to oneself) and cognitive modeling have been the most common procedures used to promote self-control (Abikoff & Gittelman, 1985;Bornstein & Quevillon, 1976;Coats, 1979;Finch, Wilkinson, Nelson, & Montgomery, 1975;Friedling & O'Leary, 1979;Heider, 1971;Kendall & Braswell, 1985). Although initial success was reported, researchers (e.g., Abikoff, 1985;Abikoff & Gittelman, 1985;Barkley, 1981) increasingly have been encountering difficulties with these training packages.…”

mentioning

confidence: 99%

Self‐control: Teaching Tolerance for Delay in Impulsive Children

Schweitzer

Sulzer-Azároff

1988

J Exper Analysis Behavior

153

132

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We investigated a procedure to increase the selection of larger, more delayed reinforcers (i.e., more advantageous in the long run) over smaller immediate reinforcers, in an effort to increase a key aspect of self-control in children. Six preschoolers, including one comparison subject, identified by their teachers as impulsive, were preassessed and found consistently to select smaller immediate reinforcers over larger, more delayed ones. The teaching procedure consisted of gradually increasing the durations of the delay interval over many sessions. The follow-up assessments showed that 5 of these children increased the proportion of their choices of the delayed reinforcers. Before training, indifference points ranged from 1.7 to 51.7 s; following treatment, points rose to a range of 37.5 to at least 90 s, with 3 children preferring the larger reinforcer at all delay intervals tested. The results demonstrated the feasibility of teaching young children to make choices more advantageous to them in the long run.

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mentioning

confidence: 99%

Self‐control: Teaching Tolerance for Delay in Impulsive Children

Schweitzer

Sulzer-Azároff

1988

J Exper Analysis Behavior

153

132

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“…

We attempted to replicate an intervention program by Bornstein and Quevillon (1976), which had shown that the disruptive dassroom behavior of Head Start children could be dramatically reduced through self-instructional training. Although the subject population and procedures were quite similar across studies, our self-instructional training did not produce socially significant, durable increases in either appropriate classroom behavior or changes in teacher ratings of the children's behavior.

…”

mentioning

confidence: 99%

“…One study frequendy cited or reprinted (see Abikoff, 1979;Brundage-Aguar, Forehand, & Ciminero, 1977;Hobbs, Moguin, Tyroler, & Lahey, 1980;Kendall & Finch, 1979;Meichenbaum & Asarnow, 1979;O'Leary & O'Leary, 1977;Ross, 1981) because of its success in obtaining positive generalization to classroom behavior as a result of training on psychoeducational tasks is that by Bornstein and Quevillon (1976). These authors demonstrated that the on-task behavior of three overactive preschoolers increased from a baseline level of under 20% to above 75% as a result of self-instructional training.…”

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confidence: 99%

Self‐instructional Training With Preschoolers: An Attempt to Replicate

Billings

Wasik

1985

J of App Behav Analysis

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“…This mitigates the need for teachers to be police, and gives children a sense of responsibility for and control over their own behavior. Finally, cognitive behavior management techniques have been verified empirically as being effective in helping students change their behaviors in the classroom and in their daily life outside of school as well (Bornstein & Quevillon, 1976;Davis & Boster, 1992;Knaus & McKeever, 1977;Schleser, Meyers, Cohen, & Thackwray, 1983;Urbain & Kendall, 1980). Several different cognitive approaches now are being taught to students to help them learn about and gain control over their own activities.…”

Section: Cognitive Interventionsmentioning

confidence: 99%

Constructive Classroom Management

Dollard¹,

Christensen²,

Colucci³

et al. 2017

focusXchild

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Power is the strength and the ability to see yourself through the eyes of another. It is being able to place a circle of power at your own feet and not take power away from someone else's circle. (Agnes Whistling Elk) Teachers in schools today are challenged on many levels as they try to organize and maintain an orderly, harmonious, and stimulating learning environment. Environmental challenges include interruptions from the loudspeaker, student messengers with a myriad of requests, and children leaving and returning from special programs. More troubling challenges stem from the need to help children cope with emotionally difficult situations: alcohol and drug abuse, physical and sexual abuse, separation and divorce of parents, moving, pregnancy, and stress at home such as unemployment. Teachers also face challenges when working with colleagues who don't carry through with their responsibilities, colleagues who are abrasive or indifferent to others and colleagues who hold different opinions about professional issues. In addition, challenges come from the many different roles in which teachers must function: member of the child study team, contributor to the school improvement team, coach for an athletic team, advocate for a child in need, and counselor to parents under stress. To complicate matters further, there are few clear cut or "right" ways of addressing these challenges. Like many other fields, education is undergoing some radical changes in philosophy about teaching, learning, and administering schools. Teachers are faced with important and complicated decisions with conflicting and confusing guidelines about how to respond.Eitzen (1992) believes we are in the midst of "one of the most profound transformations in history, similar in magnitude and consequence to the Industrial Revolution" (p. 586). He said that "several powerful forces are converging to transform the U.S. economy by redesigning and redistributing jobs, exacerbating inequalities, reorganizing cities and regions, and profoundly affecting families and individuals" (p. 586). Based on the assumption that families and individuals are shaped in fundamental ways by their economic situation, he predicts the changing economic picture is certain to have an adverse impact on many families, which in turn will have an impact on our schools.

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The Effects of a Self‐instructional Package on Overactive Preschool Boys

Cited by 200 publications

References 40 publications

Self‐control: Teaching Tolerance for Delay in Impulsive Children

Self‐control: Teaching Tolerance for Delay in Impulsive Children

Self‐instructional Training With Preschoolers: An Attempt to Replicate

Constructive Classroom Management

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