title: Cognitive impulsivity training: the effects of peer teaching.
abstract: 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.
authors.affiliation: Department of Psychology, Xavier University, Cincinnati, OH 45207.
authors.forename: W M
authors.initials: WM
authors.lastname: Nelson
authors.forename: J J
authors.initials: JJ
authors.lastname: Behler
mesh_terms: D000342:Affective Symptoms / Q000628:therapy; D001288:Attention; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D005500:Follow-Up Studies; D006801:Humans; D007175:Impulsive Behavior / Q000523:psychology / Q000628:therapy*; D007859:Learning Disabilities / Q000628:therapy; D008297:Male; D010379:Peer Group; D010556:Personality Tests; D012114:Residential Treatment