title: The effects of a self-instructional package on overactive preschool boys.
abstract: The effects of a self-instructional package on three overactive preschool boys were investigated using a multiple-baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On-task behaviors increased dramatically concomitant with the introduction of the self-instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer-expectancy control condition gave further credibility to the demonstration of a cusal relationship.
mesh_terms: D001364:Awareness; D001521:Behavior Therapy / Q000379:methods*; D002653:Child Behavior Disorders / Q000628:therapy*; D002675:Child, Preschool; D006801:Humans; D008297:Male; D013663:Teaching; D014163:Transfer, Psychology; D014705:Verbal Behavior