A self-control classroom for hyperactive children.

R A Barkley; A P Copeland; C Sivage

doi:10.1007/bf02408435

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A self-control classroom for hyperactive children.

R A Barkley·A P Copeland·C Sivage

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Abstract

In this study we investigated the effectiveness of a package of self-control procedures in a classroom with six hyperactive boys ages 7 to 10. A within-subjects reversal design was used. Measures of on-task behavior and class misbehavior, as well as measures of activity level, were recorded. Results indicated that the self-control package was effective in improving misbehavior and attention to tasks during the individual seat work but not during group instruction. Activity level was not affected by the treatment. Changes in the schedule of self-monitoring for the boys in the class produced an increase in variability and some deterioration in their behavior. Those boys of lower mental age seemed most affected by the schedule shift.

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Attention Attention Deficit Disorder with Hyperactivity Behavior Therapy Child Education, Special Humans Male Motor Activity Social Environment Journal Article Research Support, Non-U.S. Gov't Research Support, U.S. Gov't, P.H.S.

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R A Barkley, A P Copeland, C Sivage. 1980. A self-control classroom for hyperactive children.. https://doi.org/10.1007/bf02408435

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